Perceptions of the Teaching Preferences of Online Instructors
Abstract
Drawing from reflective adult education theory by Mezirow (1990, 1991, 2000) and Brookfield (1986, 1991, 1995), principles of andragogy by Knowles (1975, 1984 1998), and philosophical foundations of adult education by Elias and Merriam (1995), the author proposes a new model for reflective adult education theory. He argues that it is either the helping relationship (andragogical philosophy) or the directing relationship (pedagogical philosophy) in the context of the online learning environment that leads, in Mezirow's (1990, 1991, 2000) terms, to adult learners' critical reflection. An author-designed survey instrument called the Online Philosophy of Adult Education Scale (OPAES) was used to measure the instructional preferences of adult education instructors in the electronic classroom to determine their andragogical or pedagogical teaching philosophies. The results of the study showed that these instructors supported both the teacher-centered and the student-centered approach to teaching in cyberspace, although they did eschew a certain aspect of Knowles's humanistic principle and of Freire's (1970, 2003) principle of problem-posing education.
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