A professional learning e -community as a post -training transfer of learning strategy for new adjunct faculty
This study examined the relationship between a professional learning e-community and transfer of learning climate. The transfer of professional development learning by new adjunct faculty employed less than six months at one campus of a large private college was explored. A mixed method experimental research design was used. A survey instrument was administered to 53 adjunct faculty and focus interviews were performed with a convenience sample of e-mentors. The mixed-methodology was used to identify research-based evidence. Quantitative data analysis included Wilcoxon Matched Pairs Signed Ranks tests. The qualitative data was analyzed thematically. Triangulation was useful in increasing the validity of the study and in capturing a robust view of the e-learning community. Situated learning theory was used as the theoretical framework for the study. Study findings provide direction to professional developers of post-secondary adjunct faculty.