Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program
This research report details a faculty learning community (FLC) developed by three faculty teaching in a graduate program in a mid-size southern university. The purpose of the research was to engage in the study of best practices for online graduate courses by engaging in collaborative discussions o...
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| Format: | Article |
| Language: | English |
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Georgia Southern University
2025-01-01
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| Series: | Georgia Educational Researcher |
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| Online Access: | https://digitalcommons.georgiasouthern.edu/gerjournal/vol22/iss1/4 |
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| _version_ | 1849770449768022016 |
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| author | Regina Rahimi Lina Soares Hui Jin |
| author_facet | Regina Rahimi Lina Soares Hui Jin |
| author_sort | Regina Rahimi |
| collection | DOAJ |
| description | This research report details a faculty learning community (FLC) developed by three faculty teaching in a graduate program in a mid-size southern university. The purpose of the research was to engage in the study of best practices for online graduate courses by engaging in collaborative discussions on common texts related to improving the teaching and learning experience. Specifically, the faculty engaged in common readings on “small teaching practices” and reflected on the knowledge gleaned and how it related to current online teaching practices (Darby & Lang, 2019; Lang, 2016). The study further explored how an FLC helped higher education instructors overcome challenges in online instruction. The results from data analysis suggest that the instructors became collaborative problem-solvers, reflective practitioners, and strategists to plan a set of effective course strategies to be implemented in future courses. The results imply that FLCs can be effective, especially when instructors share common program goals to prioritize student learning via improved and effective online teaching and foster a supportive environment. The study serves to contribute to the field of post-secondary education, professional development of faculty, and teaching and learning practices. |
| format | Article |
| id | doaj-art-8e6e119653ac451fb3800afecf817df2 |
| institution | DOAJ |
| issn | 2471-0059 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Georgia Southern University |
| record_format | Article |
| series | Georgia Educational Researcher |
| spelling | doaj-art-8e6e119653ac451fb3800afecf817df22025-08-20T03:02:59ZengGeorgia Southern UniversityGeorgia Educational Researcher2471-00592025-01-0122110.20429/ger.2025.220104Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate ProgramRegina RahimiLina SoaresHui JinThis research report details a faculty learning community (FLC) developed by three faculty teaching in a graduate program in a mid-size southern university. The purpose of the research was to engage in the study of best practices for online graduate courses by engaging in collaborative discussions on common texts related to improving the teaching and learning experience. Specifically, the faculty engaged in common readings on “small teaching practices” and reflected on the knowledge gleaned and how it related to current online teaching practices (Darby & Lang, 2019; Lang, 2016). The study further explored how an FLC helped higher education instructors overcome challenges in online instruction. The results from data analysis suggest that the instructors became collaborative problem-solvers, reflective practitioners, and strategists to plan a set of effective course strategies to be implemented in future courses. The results imply that FLCs can be effective, especially when instructors share common program goals to prioritize student learning via improved and effective online teaching and foster a supportive environment. The study serves to contribute to the field of post-secondary education, professional development of faculty, and teaching and learning practices.https://digitalcommons.georgiasouthern.edu/gerjournal/vol22/iss1/4faculty learning communityfaculty collaborationonline graduate educationchallenges in online teachingeffective online pedagogyreflective practitioners |
| spellingShingle | Regina Rahimi Lina Soares Hui Jin Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program Georgia Educational Researcher faculty learning community faculty collaboration online graduate education challenges in online teaching effective online pedagogy reflective practitioners |
| title | Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program |
| title_full | Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program |
| title_fullStr | Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program |
| title_full_unstemmed | Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program |
| title_short | Examining Our Practice: Engaging in a Faculty Learning Community to Enhance an Online Graduate Program |
| title_sort | examining our practice engaging in a faculty learning community to enhance an online graduate program |
| topic | faculty learning community faculty collaboration online graduate education challenges in online teaching effective online pedagogy reflective practitioners |
| url | https://digitalcommons.georgiasouthern.edu/gerjournal/vol22/iss1/4 |
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