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Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement: Transformative Social Learning Environments

Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement: Transformative Social Learning Environments

Sharon K. Andrews, Lisa Lacher, Todd W. Dunnavant
Copyright: © 2021 |Pages: 22
ISBN13: 9781799869566|ISBN10: 1799869563|EISBN13: 9781799869580
DOI: 10.4018/978-1-7998-6956-6.ch005
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MLA

Andrews, Sharon K., et al. "Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement: Transformative Social Learning Environments." eLearning Engagement in a Transformative Social Learning Environment, edited by Caroline M. Crawford and Melissa A. Simons, IGI Global, 2021, pp. 92-113. https://doi.org/10.4018/978-1-7998-6956-6.ch005

APA

Andrews, S. K., Lacher, L., & Dunnavant, T. W. (2021). Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement: Transformative Social Learning Environments. In C. Crawford & M. Simons (Eds.), eLearning Engagement in a Transformative Social Learning Environment (pp. 92-113). IGI Global. https://doi.org/10.4018/978-1-7998-6956-6.ch005

Chicago

Andrews, Sharon K., Lisa Lacher, and Todd W. Dunnavant. "Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement: Transformative Social Learning Environments." In eLearning Engagement in a Transformative Social Learning Environment, edited by Caroline M. Crawford and Melissa A. Simons, 92-113. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6956-6.ch005

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Abstract

The philosophical beliefs of instructors directly impact how a course is designed, the extent to which each instructor's belief systems may impact the course experience, and the beliefs that may underlie instructional design and engagement systems throughout the instructional process. The focus of this discussion evolves around the philosophical belief systems of three higher education instructors at different points in their career trajectory, from adjunct instructor to full professor, that focuses upon an analysis of philosophical beliefs associated with the teaching and learning process, that leads into the potential impact upon one's elearning instructional decisions and styles of instructional engagement that may support a better understanding of styles of transformative social learning environments within the higher education elearning instructional environment.

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