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

Volume, Issue - Date: 
Volume 16, Issue 2 - March 2012
Teresa Beth Henning, Southwest Minnesota State University
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Autoethnography; adult learning theories; faculty development; online learning

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.