Writing Professor as Adult Learner: An Autoethnography of Online Professional Development

Teresa Beth Henning


This paper is an autoethnography of the author’s experiences taking a six-week, asynchronous, online, faculty development class for educators at the secondary and postsecondary levels. Using narrative inquiry, the author details her learning and the ways her experiences support adult learning theory. Implications of this research suggests that adult learning theory should also be applied to faculty development experiences because teachers 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.


Autoethnography; adult learning theory; faculty development; online learning

DOI: http://dx.doi.org/10.24059/olj.v16i2.251

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