Materials Similar to An Analysis of Community Formation in Faculty Online Learning Communities
- 66%: A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application
- 60%: Faculty Online Learning Communities to support physics teaching
- 60%: Participants' perceptions of the Faculty Online Learning Community (FOLC) experience
- 56%: Confusion and representational practices as factors that sustain rich pedagogical discussions within faculty online learning communities
- 54%: Describing and Facilitating Productive Teaching Talk in a Faculty Online Learning Community
- 43%: Conversational norms in faculty communities enable and constrain opportunities to learn
- 42%: Investigating student communities with network analysis of interactions in a physics learning center
- 42%: Using asynchronous communication to support virtual faculty learning communities
- 42%: Content analysis of instructor tools for building a learning community
- 41%: Investigating Student Communities with Network Analysis of Interactions in a Physics Learning Center
- 40%: Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis
- 40%: Changing Participation Through Formation of Student Learning Communities
- 37%: Exploring the Underlying Factors in Learning Assistant - Faculty Partnerships
- 36%: Effects of the learning assistant experience on in-service teachers' practices
- 35%: The transition to online teaching during the COVID-19 pandemic at a regional, rural university: The experience of learning assistants
- 32%: Using Artifact Methodology to Compare Learning Assistants’ and Colleagues’ Classroom Practices
- 32%: Participation in an online community of high school physics teachers
