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ERIC Number: EJ971043
Record Type: Journal
Publication Date: 2012-Mar
Pages: 18
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1939-5256
Writing Professor as Adult Learner: An Autoethnography of Online Professional Development
Henning, Teresa Beth
Journal of Asynchronous Learning Networks, v16 n2 p9-26 Mar 2012
This paper is a study of the author's experiences taking a six-week, asynchronous, online, faculty development class for educators at the secondary and postsecondary levels. Using autoethnography methods, the author details her learning and the ways her experiences support adult learning theories. Implications of this research suggest that adult learning theories should also be applied to faculty development experiences because faculty are more likely to benefit from online faculty development if they are given the opportunity to direct the course of their development to suit their own needs.
Sloan Consortium. P.O. Box 1238, Newburyport, MA 01950. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota