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

Authors

  • Teresa Beth Henning Southwest Minnesota State University

DOI:

https://doi.org/10.24059/olj.v16i2.251

Keywords:

Autoethnography, adult learning theory, faculty development, online learning

Abstract

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.

Author Biography

Teresa Beth Henning, Southwest Minnesota State University

Teresa Beth Henning is Associate Professor of English and Director of the Professional Writing and Communication major at Southwest Minnesota State University in Marshall, Minnesota.

Published

2012-03-31

Issue

Vol. 16 No. 2 (2012)

Section

Faculty Issues

License

As a condition of publication, the author agrees to apply the Creative Commons – Attribution International 4.0 (CC-BY) License to OLJ articles. See: https://creativecommons.org/licenses/by/4.0/.

This licence allows anyone to reproduce OLJ articles at no cost and without further permission as long as they attribute the author and the journal. This permission includes printing, sharing and other forms of distribution.

Author(s) hold copyright in their work, and retain publishing rights without restrictions