Technology Staff Development: Facilitators and Barriers to Online Learning

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Holcombe, A. (2003). Technology Staff Development: Facilitators and Barriers to Online Learning. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 1877-1884). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/18305.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2003
Albuquerque, New Mexico, USA
2003
ISBN 1-880094-47-9
  Caroline Crawford, Niki Davis, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Amy Holcombe, Guilford County Schools, United States

Abstract

To better understand the phenomenon of online learning, this study describes the perceived facilitators and barriers to the learning process of five teachers who participated in an online technology staff development course. Data analyzed resulted in five individual cases and a cross-case analysis. Specific aspects of Knowles's (1980, 1990, 1998) Design Elements for Adult Learning were found to significantly facilitate the online adult learning process. The climate of the learning environment and learner control of planning in the learning process both acted as facilitators. Two learning barriers were not accounted for using current adult learning theories-- technical barriers and the bureaucratic structure of the teachers' technology staff development program. Although current adult learning theories were not comprehensive enough to account for all learner needs, data analyzed confirmed the significance of adult learning needs in online technology staff development.

Keywords

• Adults
• Teachers

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