Using a Faculty Training and Development Model to Prepare Faculty to Facilitate an Adaptive Learning Online Classroom Designed for Adult Learners

Abstract

Adult learners do not thrive under the classic lecture model and instead are more likely to thrive in individualized classroom environments. Over the past decade, higher education has become more participatory, emphasizing application and professionally relevant content. Technology has been increasingly utilized to enhance and individualize the student experience. Adaptive learning technology offers the opportunity to demonstrate knowledge and customizes the classroom experience without overburdening the instructor. Faculty use student results from the adaptive learning components to determine what additional support is needed. Accordingly, faculty training and development shifts to focus on student engagement, individualization, and pedagogical development utilizing technology.