Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorWilliams, Stephanie
dc.contributor.authorTurpen, Chandra
dc.identifier.citationWilliams, S. & Turpen, C. (2020). Ideological Contestations in Faculty’s Conversational Categories for Students in Faculty Online Learning Communities. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2309-2312). Nashville, Tennessee: International Society of the Learning Sciences.en_US
dc.description.abstractFaculty Online Learning Communities (FOLCs) have shown potential gains in supporting instructor implementation of new curricula. Influenced by work from Ilana Horn (2007), we set out to determine if FOLCs recreate or challenge dominant ideologies towards students as fast, slow, or lazy. After analyzing transcripts from recordings of FOLC meetings, we found that while these discussions at times recreate problematic student framings, there are also explicit challenges to this ideology (e.g. away from dominant problematic framings toward a focus on student learning). We find that these contestations are taken up more in later meetings though there isn’t necessarily a clear convergence on these alternative ideologies. In further research, we hope to determine if convergence toward alternative ideologies and a focus on student learning occurs more frequently over time within the FOLC.en_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.subjectTeaching and Teacher Learningen_US
dc.titleIdeological Contestations in Faculty’s Conversational Categories for Students in Faculty Online Learning Communitiesen_US
dc.typeShort Paperen_US
Appears in Collections:ICLS 2020

Files in This Item:
File SizeFormat 
2309-2312.pdf189.43 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.