Join us for a dissertation presentation by Carla Adams, doctoral candidate education leadership for social justice program, on Monday, Nov. 25, from 10 a.m. to 11:30 a.m., via Microsoft Teams.
Carla Adams’s study examined what experienced community college faculty, who have transitioned to asynchronous online classrooms, reported regarding how they incorporated adult learning practices to foster belonging in the online space. Since the community college serves a working adult population, the researcher analyzed the relationship between adult learning practices and belonging, a link that has not been established widely in prior research.
Three major themes emerged in the data, including instructor-to-learner communication, learner-to-learner communication, and instructional design. Specific instructional best practices were revealed including the use of introductory activities, structured deadlines, structured and detailed course design, use of discussions, personalization and customization of curriculum, positive feedback, positive use of language and tone, and frequent and responsive course communications.