Adult Learning Facilitators in Any Setting, Instructional Designers' Roles as the Adult Learner and Educator, and Their Perceived Knowledge Construction When Preparing Graduate Faculty for Teaching Online: An Interpretive Study

Autor/inn/en	Stephens, Mattyna L.; Lowney, J.; Ybarra, Caitlyn M.; Stephens, Sir
Titel	Adult Learning Facilitators in Any Setting, Instructional Designers' Roles as the Adult Learner and Educator, and Their Perceived Knowledge Construction When Preparing Graduate Faculty for Teaching Online: An Interpretive Study
Quelle	In: New Horizons in Adult Education & Human Resource Development, 34 (2022) 1, S.3-15 (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stephens, Mattyna L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-4225
DOI	10.1002/nha3.20319
Schlagwörter	Adult Education; Instructional Design; Graduate Study; College Faculty; Teacher Competencies; Online Courses; Knowledge Level; Communities of Practice; Adult Educators; Adult Students; Barriers; Constructivism (Learning); Teacher Role + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Aufbaustudium; Graduiertenstudium; Hauptstudium; Fakultät; Lehrkunst; Online course; Online-Kurs; Wissensbasis; Community; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Lehrerrolle
Abstract	Adult learning facilitators in any setting (ALFAS) seek to facilitate learning that is lifelong and meaningful. The purpose of this interpretive research study was to explore how instructional designers (IDs) construct knowledge when preparing graduate faculty to develop and teach courses online. The study involved five IDs and their perceptions of their knowledge construction when collaborating with graduate faculty to transition their courses to online instruction. The four main themes that emerged from the data were learning community or community of practice, individual experiences as adult educators, individual experiences as adult learners, and challenges to the learning process. These themes broaden the understanding of IDs' perceived knowledge construction within a constructivist framework, an area that can inform adult educators and workplace learning as online instruction continues to gain much momentum. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01