Twenty-eighth International Conference on Learning

Abstract

The goal of this paper is to examine the author’s participation and experiences in workshops, forums, and webinars. The study takes place from November 2020 to December 2020. By utilizing autoethnographic methods, the author examines his own learning experience at faculty/staff professional development through online learning at a post-secondary educational institution. Findings of this research advocate that for the learner to embrace professional development in an online environment, the instructors need to use the adult learning theories of andragogy, experiential learning, and self-directed learning. Given the opportunity, faculty and staff will likely benefit by integrating various tools and technologies to promote their specific teaching needs.