BACKGROUND Adoption and use of effective, research-based instructional strategies (RBISs) for STEM education is less widespread than hoped. To promote further use of RBISs, the propagation paradigm suggests that developers work with potential adopters during the development process, and provide ongoing support after adoption. This article investigates the impact of a faculty online learning community (FOLC) as a professional development mechanism for supporting faculty adopting a research-based curriculum. A FOLC uses video conference technology and online platforms to connect geographically dispersed faculty with similar backgrounds (e.g., physics faculty) and supports their teaching development. In the context of a specific FOLC, this article seeks to determine the outcomes the FOLC achieves, and how. RESULTS Analysis of a FOLC meeting identified opportunities for rich, complex social interaction centered on the research-based curriculum. By functioning as a sounding board for ideas, a space to share experiences, a source of affective support, and a venue for troubleshooting, the FOLC mediates the achievement of a range of outcomes related to implementation of the curriculum. Survey results indicate that members feel a sense of community in the FOLC and that it provides encouragement through teaching challenges. Further results indicate participants' increased confidence in using the curriculum; familiarity with the curriculum structure and content; increased knowledge of pedagogical techniques; reflection on teaching practices in the curriculum; and use of pedagogical techniques aligned with the curriculum's core principles. Emerging evidence supports more distal outcomes, including student learning, persistence in using the curriculum, reflection in teaching practice across courses taught, and use of research-based pedagogy in other courses. CONCLUSIONS The propagation paradigm emphasizes the need for ongoing support for adopters of RBISs. The FOLC model provides participating faculty with ongoing support through participation in a community and is an effective support mechanism for adopters of a research-based curriculum. In this study, FOLC members are increasing their knowledge and use of pedagogical techniques in the curriculum-specific course and beyond. This is facilitated by the opportunities in the FOLC for troubleshooting, idea sharing, and receiving encouragement through challenges. This model has the potential to support adopters of additional educational innovations. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1186/s40594-020-00268-7.

中文翻译：

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分析教师在线学习社区作为支持教师实施引导式探究课程的机制。

背景为 STEM 教育采用和使用有效的、基于研究的教学策略 (RBIS) 的普及程度不如预期。为了促进 RBIS 的进一步使用，传播范式建议开发人员在开发过程中与潜在的采用者合作，并在采用后提供持续的支持。本文调查了教师在线学习社区 (FOLC) 作为支持教师采用研究型课程的专业发展机制的影响。FOLC 使用视频会议技术和在线平台将地理上分散的具有相似背景的教师（例如物理教师）联系起来，并支持他们的教学发展。在特定 FOLC 的背景下，本文旨在确定 FOLC 取得的成果以及如何取得成果。结果 对 FOLC 会议的分析确定了以研究为基础的课程进行丰富、复杂的社会互动的机会。通过充当思想的共鸣板、分享经验的空间、情感支持的来源和故障排除的场所，FOLC 调解了与课程实施相关的一系列成果的实现。调查结果表明，成员们在 FOLC 中感受到了社区意识，并且通过教学挑战提供了鼓励。进一步的结果表明参与者对使用课程的信心增加；熟悉课程结构和内容；增加对教学技术的了解；反思课程中的教学实践；并使用与课程核心原则相一致的教学技术。新出现的证据支持更远的结果，包括学生学习、对课程使用的坚持、跨所教课程的教学实践反思以及在其他课程中使用基于研究的教学法。结论 传播范式强调需要持续支持 RBIS 的采用者。FOLC 模式通过参与社区为参与的教师提供持续的支持，并且是对研究型课程采用者的有效支持机制。在这项研究中，FOLC 成员正在增加他们在特定课程及其他课程中的知识和教学技术的使用。FOLC 中的故障排除、想法分享和通过挑战获得鼓励的机会促进了这一点。这种模式有可能支持其他教育创新的采用者。补充信息 在线版本包含补充材料，网址为 10.1186/s40594-020-00268-7。