Participants of the Workshop for New Physics and Astronomy Faculty (NFW) are likely to try evidence-based teaching practices, but they often face barriers to innovation that cause them to revert to traditional instruction. It is known that in-person Faculty Learning Communities (FLCs) can support faculty to successfully change their instruction. However, with NFW participants spread across the country, in-person FLCs are not possible. Faculty Online Learning Communities (FOLCs) are year-long, virtual communities that provide cohorts of NFW participants with a community of peers and ongoing support to help them overcome these barriers. One important FOLC communication channel is a private, Facebook-like platform that allows participants to share their struggles, ask questions, and support each other's growth as teachers. We analyze one cohort's interactions on this platform to better understand how it contributes to the achievement of the goals of the FOLC. We conclude that it is possible to create successful FLC interactions in an online environment.