No Adjunct Faculty Left Behind: Emerging Trends in Online Learning in the 21st Century

Emerging trends in the 21st Century University includes blended learning, online learning, interactive classroom activities, and flipped classrooms. The population of adjunct faculty who received a traditional education are required to make a significant shift towards performing in non-traditional roles, non-traditional online facilitation and non-traditional training. Higher education must prepare for changing practices, problems, and prospects associated with the significant increase in part-time faculty. According to the National Center for Education Statistics part-time faculty increased by 104 percent from fall 1993 to fall 2013 (NCES, 2015) and a global perspective suggests that faculty are also part of the aging population. Stereotypes associated with older workers are significant issues to manage in addition to diverse online learning technologies. The goals of this paper is to discuss all these emerging trends and the development of diverse training strategies that will ensure that “no adjunct faculty are left behind” in the ongoing evolutions of distance learning.

University of Phoenix
Dr. Pamela Allen
Presentation Date: 
Thursday, February 16, 2017
Event or Conference: 
XII International Guide Conference
Presentation Type: 
Paper Presentation
Boyer's Domain: 
Presentation Location: 
1905 Hotel Plaza Blvd
Orlando, FL
United States
Abstract: 
Emerging trends in the 21st Century University includes blended learning, online learning, interactive classroom activities, and flipped classrooms. The population of adjunct faculty who received a traditional education are required to make a significant shift towards performing in non-traditional roles, non-traditional online facilitation and non-traditional training. Higher education must prepare for changing practices, problems, and prospects associated with the significant increase in part-time faculty. According to the National Center for Education Statistics part-time faculty increased by 104 percent from fall 1993 to fall 2013 (NCES, 2015) and a global perspective suggests that faculty are also part of the aging population. Stereotypes associated with older workers are significant issues to manage in addition to diverse online learning technologies. The goals of this paper is to discuss all these emerging trends and the development of diverse training strategies that will ensure that “no adjunct faculty are left behind” in the ongoing evolutions of distance learning.