Adult learning facilitators in any setting, instructional designers’ roles as the adult learner and educator, and their perceived knowledge construction when preparing graduate faculty for teaching online: An interpretive study

Abstract

Adult learning facilitators in any setting (ALFAS) seek to facilitate learning that is lifelong and meaningful. The purpose of this interpretive research study was to explore how instructional designers (IDs) construct knowledge when preparing graduate faculty to develop and teach courses online. The study involved five IDs and their perceptions of their knowledge construction when collaborating with graduate faculty to transition their courses to online instruction. The four main themes that emerged from the data were learning community or community of practice, individual experiences as adult educators, individual experiences as adult learners, and challenges to the learning process. These themes broaden the understanding of IDs’ perceived knowledge construction within a constructivist framework, an area that can inform adult educators and workplace learning as online instruction continues to gain much momentum.

Building aspiring teachers' capabilities, professional and skill development: Auspice to quality teaching practice in technical vocational education and training institutions

“…These skills can include both content-specific knowledge and general teaching skills (Copur-Gencturk & Li, 2023). These skills include subject expertise, classroom management, instructional design and delivery, assessment, curriculum development, technology integration and effective communication (Stephens et al, 2022).…”