Entry skills - Teachers do not possess teaching strategies that are effective in higher education., Prior knowledge of topic area - Teachers have taught K-12 students before, so they are familiar with general teaching methods and principles., Attitudes toward content and potential delivery system - Teachers prefer authentic assignments, such as problem-based projects and scenarios, and they prefer that the training would be delivered online in asynchronous format considering their busy schedules., Academic motivation - Teachers are excited and enthusiastic to learn teaching strategies that they can use to teach higher education students. , Educational and ability levels - Teachers hold Bachelor's and Master's degrees in Education. They have skill competencies in planning and designing learning materials, activities, and assignments., General learning preferences - All five teachers expressed that they prefer training that would incorporate constructivist teaching methods and would include knowledge and skills that would be immediately applied to their responsibilities at the university., Attitudes toward training organization - All five teachers feel honored to be selected by their schools to receive this opportunity. They feel that their schools value their contributions and encourage them to share their experiences with others. , Group characteristics - The group of five teachers vary in age, gender, and the duration of their teaching experiences in K-12 schools.,

Learner Analysis in ISD

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