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Online Professional Development for Adults: Utilizing Andragogical Methods in Research and Practice

Online Professional Development for Adults: Utilizing Andragogical Methods in Research and Practice

J. Bernard Bradley, John Rachal, Lin Harper
Copyright: © 2014 |Pages: 23
ISBN13: 9781466657809|ISBN10: 1466657804|EISBN13: 9781466657816
DOI: 10.4018/978-1-4666-5780-9.ch023
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MLA

Bradley, J. Bernard, et al. "Online Professional Development for Adults: Utilizing Andragogical Methods in Research and Practice." Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2014, pp. 396-418. https://doi.org/10.4018/978-1-4666-5780-9.ch023

APA

Bradley, J. B., Rachal, J., & Harper, L. (2014). Online Professional Development for Adults: Utilizing Andragogical Methods in Research and Practice. In I. Management Association (Ed.), Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications (pp. 396-418). IGI Global. https://doi.org/10.4018/978-1-4666-5780-9.ch023

Chicago

Bradley, J. Bernard, John Rachal, and Lin Harper. "Online Professional Development for Adults: Utilizing Andragogical Methods in Research and Practice." In Adult and Continuing Education: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 396-418. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5780-9.ch023

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Abstract

Online professional development programs for adults are increasing in frequency. Numerous scholarly articles have been written that offer polemical or anecdotal evidence supporting the effectiveness of andragogically facilitated non-formal professional development courses, including those conducted online. However, few empirical studies have been conducted to validate their usefulness, especially those offered via the Internet. Such non-formal educational programming may be most conducive to both implementing and empirically testing a more purist definition of andragogy (Pratt, 1988; Rachal, 2002; Bradley, 2011). This chapter explores the theoretical frameworks of andragogy, as well as existing experimental or quasi-experimental research studies, with a view toward creating more learner-centered non-formal educational transactions that meet the unique needs of adult learners. Lastly, suggestions for both practitioners and researchers alike are offered to help build the body of evidence-based research and extend practical advice to educators when designing and facilitating virtual learning programs for adults that emphasize professional development.

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