  Discipline-based education researchers produce knowledge that aims to help
instructors improve student learning and educational outcomes. Yet, the
information produced may not even reach the educators it is intended to
influence. Prior work has found that instructors often face barriers to
implementing practices in peer-reviewed literature. Some of these barriers are
related to accessing the knowledge in the first place such as difficulty
finding and understanding research and a lack of time to do so. To lower these
barriers, we created an online blog, PERbites, that summarizes recent
discipline-based education research in short posts that use plain language.
Having covered nearly 100 papers to date, we conducted a survey to see if we
were addressing the need we had originally set out to address. We posted a
23-item survey on our website and received 24 usable responses. The results
suggested that readers do generally agree that we are meeting our original
goals. Readers reported that our articles were easier to understand and used
more plain language than a typical discipline-based education research (DBER)
journal article. At the same time, readers thought that all the important
information was still included. Finally, readers said that this approach helped
them keep up with DBER studies and read about papers they otherwise would not
have. However, most readers did not indicate they changed their teaching and
research practice as a result of reading our blog. Our results suggest that
alternative methods of sharing research (e.g., non-peer reviewed publications
or conference talks) can be an effective method of connecting research with
practitioners, and future work should consider how we as a community might
build on these efforts to ensure education research can make meaningful changes
in the classroom.
