B. A.White

D. D.Pratt

D. L.Cross

J. A.Clark

J. B.Bradley

J. R.Rachal

J.Davenport

J.Henschke

K.Cercone

L. C.Blondy

L. S.Wilson

L.Madriz

M. M.Stevens

M. S.Knowles

M. T.Ogles

M.Simonson

P.Johncock

R. A.Cartor

S. B.Merriam

S.Isenberg

S.Rosenblum

W. G.Strawbridge

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.</jats:p

Online Professional Development for Adults

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