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

, Western Governors University, United States

World Conference on Educational Multimedia, Hypermedia and Telecommunications, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

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.

Citation

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.

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