Social Constructivism and Transformative Learning Theories in the development of Online Instructors: Best Andragogical Practices

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Zappala, A. (2007). Social Constructivism and Transformative Learning Theories in the development of Online Instructors: Best Andragogical Practices. In C. Montgomerie & J. Seale (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007 (pp. 2487-2493). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/25721.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2007
Vancouver, Canada
June 25, 2007
ISBN 1-880094-62-2
  Craig Montgomerie & Jane Seale
AACE

More Information on EDMEDIA
Table of Contents

Author

Adrian Zappala, Western Governors University, United States

Abstract

Adult learning theories of Social Constructivism and Transformative Learning have informed adult educators regarding best instructional practices in the face-to-face classroom environment. These theories have become pertinent in regards to practices of adult educators in the online environment, in which facilitators and students rarely meet in a face-to-face environment. Little research has been conducted that establishes a meaningful connection between best practices in the education of adult learners in an online environment and the best practices in the professional development of adult educators in an online environment. Both groups have similar learning and development needs. This paper will examine the relevance of adult learning theory in the development and supervision of faculty charged with teaching in an online environment. Furthermore, a series of best practices, based in adult learning theory, will be proposed regarding the leadership of remote online faculty members.

Keywords

• Adults
• Professional Development

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