Materials Similar to Confusion and representational practices as factors that sustain rich pedagogical discussions within faculty online learning communities
- 39%: Faculty Online Learning Communities to support physics teaching
- 38%: A framework for classifying opportunities to learn in Faculty Online Learning Communities: A preview with sample application
- 34%: An Analysis of Community Formation in Faculty Online Learning Communities
- 30%: Pedagogical Practices of Physics Faculty in the USA
- 28%: Using asynchronous communication to support virtual faculty learning communities
- 28%: Participants' perceptions of the Faculty Online Learning Community (FOLC) experience
- 28%: Describing and Facilitating Productive Teaching Talk in a Faculty Online Learning Community
- 27%: Conversational norms in faculty communities enable and constrain opportunities to learn
- 26%: Supporting faculty and staff to make better use of learning analytics data
- 25%: Physics Teacher-Leaders' Learning in a National Program of Regional Professional Learning Communities
- 24%: Exploring the Underlying Factors in Learning Assistant - Faculty Partnerships
- 24%: What factors influence pedagogical methods in informal learning spaces?
- 23%: Faculty Conceptions About the Teaching and Learning of Problem Solving in Introductory Calculus-Based Physics
- 22%: Variables that Correlate with Faculty Use of Research-Based Instructional Strategies
- 22%: Why may students fail to learn from demonstrations? A social practice perspective on learning in physics
- 22%: Diversity of Faculty Practice in Workshop Classrooms
- 21%: Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs
