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Instructional perspectives of facult...

Davis, Angela N.

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Instructional perspectives of faculty teaching ePortfolio courses with adult education training and without adult education training.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instructional perspectives of faculty teaching ePortfolio courses with adult education training and without adult education training./
Author:	Davis, Angela N.
Description:	100 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
Subject:	Adult education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10248209
ISBN:	9781369434644

Instructional perspectives of faculty teaching ePortfolio courses with adult education training and without adult education training.
Davis, Angela N.

Instructional perspectives of faculty teaching ePortfolio courses with adult education training and without adult education training. - 100 p.

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

With the advent of new technologies, faculty in higher education settings are challenged to explore fresh approaches that facilitate discussion and support various learning modalities. In order to meet these challenges, learning centered on student needs can yield teaching methods that build confidence in learner experiences. In addition to helping students with the technical aspects of generating internet blogs and wiki pages for ePortfolios, faculty must also incorporate teaching and learning that encourages the sharing of personal experiences while analyzing and building problem-solving skills in the classroom. These instructional approaches are at the core of ePortfolios, as faculty instruction alternates among technical facilitation, observing peer interaction, and task and goal sharing. Faculty play a pivotal role in establishing instructional practices that strengthen interpersonal relationships for building self-esteem and confidence and provide students with lifelong skills in both the classroom and beyond. The ways in which faculty are trained and prepared to meet these challenges offer insight into the design and structure of training programs that best inform teaching beliefs and practices. The resulting data corroborate previous literature in suggesting that faculty who convey greater presence and attentiveness to understanding how students learn are a key component of effective instruction, and in providing a framework for educators to reflect on their own teaching strategies. These findings suggest that faculty with training in adult education through seminars, workshops, or coursework more often applied principles of adult education in their instruction than those with no such training.

ISBN: 9781369434644Subjects--Topical Terms:

543202
Adult education.

Instructional perspectives of faculty teaching ePortfolio courses with adult education training and without adult education training.
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245 1 0 $a Instructional perspectives of faculty teaching ePortfolio courses with adult education training and without adult education training.
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500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Adviser: Eric R. Parks.
502 $a Thesis (Ph.D.)--Capella University, 2016.
520 $a With the advent of new technologies, faculty in higher education settings are challenged to explore fresh approaches that facilitate discussion and support various learning modalities. In order to meet these challenges, learning centered on student needs can yield teaching methods that build confidence in learner experiences. In addition to helping students with the technical aspects of generating internet blogs and wiki pages for ePortfolios, faculty must also incorporate teaching and learning that encourages the sharing of personal experiences while analyzing and building problem-solving skills in the classroom. These instructional approaches are at the core of ePortfolios, as faculty instruction alternates among technical facilitation, observing peer interaction, and task and goal sharing. Faculty play a pivotal role in establishing instructional practices that strengthen interpersonal relationships for building self-esteem and confidence and provide students with lifelong skills in both the classroom and beyond. The ways in which faculty are trained and prepared to meet these challenges offer insight into the design and structure of training programs that best inform teaching beliefs and practices. The resulting data corroborate previous literature in suggesting that faculty who convey greater presence and attentiveness to understanding how students learn are a key component of effective instruction, and in providing a framework for educators to reflect on their own teaching strategies. These findings suggest that faculty with training in adult education through seminars, workshops, or coursework more often applied principles of adult education in their instruction than those with no such training.
590 $a School code: 1351.
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