Enhancing Adult Online Learners' Graduate Leadership Experiences Through the Lens of Care Theory

Abstract

This chapter aims to provide an in-depth analysis of how instructors can leverage Nel Noddings' care theory (1986, 2002, 2013, 2019) in order to design and deliver learning experiences which support the unique needs of adult online learners who are studying leadership in impactful ways. This chapter will also explore the ways in which online instructors may be seen as facilitators or coaches who use mental models of care theory to anticipate and positively guide relationships within the online learning environment through instructional and advising practices. This chapter will describe how online instructors may strategically use a care theory framework of modeling, dialogue, practice and confirmation to guide adult learners through different stages of the learning experience, in order to contribute to a caring and relational dynamic which drives students' learning outcomes and leadership capacity.