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Online Teacher Education Found at the Intersection of Andragogy and Asynchronicity
PROCEEDINGS

, , National University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The pedagogical antecedents of online education date back centuries. Andragogy is a learner-centered approach allows for the implementation of online education for the adult learner that displays a distinct power-sharing collaborative course design. In today's rapidly changing technological environment, online education appears to function best in an asynchronous format. A successful online program permits the learner both control and flexibility in pursuit of learning. Outcomes of online teacher preparation classes both at National University and California State University at Hayward indicate the success of the andragogical approach in terms of higher student satisfaction and lower attrition than conventional onsite classes.

Citation

Ryan, M. & Serdyukov, P. (2005). Online Teacher Education Found at the Intersection of Andragogy and Asynchronicity. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 588-590). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 21, 2019 from .

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