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A Case Study Exploration of Faculty/Student Perceptions of a New E-learning Platform Intended to Promote Transformative Learning
Abstract
This research study explores the role of mediation in enhancing transformative learning and in fostering an integrative vision for higher online education. Three different models will be explored: 1) Theoretical mediation models facilitate the development of transformative learning skills. 2) Effective mediation and (aml) technology are both equally needed in online graduate programs.3)Transformative learning (defined as: centrality of experience, critical reflection, and rational discourse) is significant to the learning process.
The study also focuses on the potential impact of peer mentors, facilitators, and formative assessment tools (such as Knowledge Checks) in online graduate courses. Retention needs of Institutions of Higher Education are served best when students’ motivation can be maintained through continuous connections with at least one instructor and/or one classmate. Empirical studies indicate transformative learning is significant to the learning process. Research suggests ambient intelligence (Aml) enhanced by trained, experienced, and effective faculty may foster transformative learning and deepen the relationship between chair, committee members, faculty members, and peers. For the purpose of this study the perception of online faculty on the potential of Aml and effective mediation (WICS, SCM) as a vision of 21st century online learning environments will be explored. Insights gained from this study may explain some of the needs and attitudes of online doctoral students and may help online colleges and universities identifying strategies that can address them. Application of this model may improve doctoral students’ transformative learning experience in online graduate classes.
Keywords: Ambient intelligence, Transformative Learning, WICS, SCM, 21st Century Learning, Personalized classroom, Retention, Completion Rates
A Case Study Exploration of Faculty/Student Perceptions of a New E-learning Platform Intended to Promote Transformative Learning
Research studies acknowledge the fundamental role of social interaction in the development of cognition (Mezirow, 2003; Sternberg, 2004, 2009, 2013; Vygotsky, 1978). Retention and integration of what is learnedis essential for professional and personal growth, leading an increase in strategic initiatives to connect education and careers goals.Schools that have embraced personalized, technology supported learning strategies–often described as “1-to-1” learning programs–are delivering notable results, such as lower dropout rates and substantial short- and long-term financial benefits (ISTE, 2013). This case study will explore ways in which the power of technology (ambient tools) may influence online graduate students to maximize their potential in becoming part of the diverse, global, digital information economy of the twenty-first century.
One general problem inhigher education is institutions are not providing sufficiently effective, efficient, learning opportunities for 21st century work and life capacities (Johnson, Adams, and Cummins, 2012). The absence of transformative learning skills (centrality of experience, critical reflection, and rational discourse) and accompanying ineffective cognitive skills, may prevent the desired learning process of changing existing meaning structures, habitual ways of thinking, and perspectives (Carawan, Knight, Wittman, Pokorny, & Velde 2011, p. 389).Empirical studies indicate transformative learning is significant to the learning process and can alter student retention and completion rates (Kozma, 2009).The inability for doctoral learners to transition from content learning to deep learning may obstruct the transformational process, preventing students from becoming ethical leaders for the 21st Century, “that can lead a life of service” (Sternberg, 2013)
Transformative learning (centrality of experience, critical reflection, and rational discourse) is significant to the learning process and can alter student retention and completion rates (Kozma, 2009). Two prominent theoretical models (SCM and WICS) will be utilized to assess the student’s transformative learning experience, which may lead to improved completion and retention rates (Sternberg, 2009, 2010, 2011). Continuous assessment and transformational learning activities may promote significant change in the acquisition of expert ethical leadership skills in the asynchronous learning environment, and by implication, increase retention and completion rates.
Vygotsky’s (1978) concept of Zone of Proximal Development isimportant to faculty members as it relates toBloom's Taxonomy (‘original’ 1956; ‘revised’, 2003; ‘digital’, 2007) inbuilding the scaffold that can "model" the materials needed to"facilitate learning relationships." Institutions of higher learning, including the University of Phoenixhave used Bloom's (1956) scaffold successfully. Vygotsky’s (1978) concept of Zone of Proximal Development from this perspective, is also integral to understanding Feuerstein’s theory of structural cognitive modifiability.
According to Professor Reuven Feuerstein, the theory of structural cognitive modifiability(SCM) postulates that human mental and behavioral structures can be modified as a consequence to conditions that precipitate change. The primary mechanism for producing change is the provision of mediated learning experience (MLE). MLE is planned, intentional, and active process that focuses, interprets, elaborates, and generalizes the learner’s direct experience with the world.Feuerstein et al. (2002) argues that schools need to be more process-oriented and less content-oriented while defining intelligence as the ”inclination of the organism to modify itself when needed in order to better adapt to new and complex situations” (p. 101).
Institutions have traditionally used a series of Vygotsky’s taxonomies(Anderson & Krathwohl, 2001) to improve students’ ability to operatewithin their zone of proximal development (ZPD). The mediator’s rolein the process (reciprocal teaching, scaffolding) is toguide the student from simple comprehension to higher levels of learning(cognitive processing). Sternberg is responsible for developing the model of creative leadership; it is founded on wisdom, intelligence, creativity, and synthesized ideas. In the WICS approach to leadership, Sternberg emphasized all educators have a responsibility to teach students not only to be knowledgeable and intelligent, but also to use their knowledge and intelligence in ethical ways; that is, to be wise (Sternberg, 2009).Sternberg (2009) argues that we teach students to be “‘knowledgeable’ and ‘smart’ - but not ‘wise’” (p. 191).
Ineffective transformative learning strategies create challenges, which may be addressed via technology supported learning strategies and appropriate mediation tactics (WICS, SCM). The purpose for exploring how technology-enhanced learning platforms may contribute to transformative learning in doctoral programs is intended to increase knowledge about how institutions of higher learning can capitalize on technology-based strategies to provide a capabilities-based response to human capital demands in the workforce.
The proposed case study approach to exploring the combination of both faculty and student perception is founded on the premise that the online, doctoral learning environment is based on an interactive, dynamic approach to learning. The theoretical basis of SCM and WICS is used in this proposed study to provide context into how technology enhanced tools may impact cognitive modifiability and effective mediation, and, ultimately, deeper learning through transformation. Knowledge Checks (KC) represent continuous assessment, one element of the online classroom,in the following visualization of the proposed relationship between theory and practice.
The New Classroom (NC) learning environment was intended to capitalize on technology to promote an interactive, dynamic approach to learning. Our research approach incorporates Feuerstein’s principles of cognitive modifiability; rejecting the idea that intelligence is fixed and therefore mutable (Feuerstein, 2011, para. 3).Previous research studies indicate dramatic improvement in academic achievement following the introduction of the Feuerstein’s approach to cognitive modifiability. Our research approach also incorporates Vygotsky’s (1978), principles of mediation as a way to assist learners in developing cognitive processes since research studies acknowledge the fundamental role of social interaction in the development of cognition (Mezirow, 2003; Sternberg, 2004; Vygotsky, 1978).
Technologically-enhanced learning environments are expected to support the contemporary learner’s needs. However, many large organizations expect to optimize learning opportunities through technology utilization. For example, University of Phoenix continues to benchmark success in “recognizing the power of technology to increase student engagement and learning outcomes” (Pepicello, 2012, p. 144). Additionally, University of Phoenix recognizes the value of technology is greatest when it empowers faculty and students to excel (Pepicello, 2012, p. 144). Transformative learning programs are being tied to an increase in student retention as well as meeting the goals for student learning (Kozma, 2009) and institutions “that have embraced personalized, technology supported learning strategies are outperforming their counterparts” (eschool News, 2013, p. 2). Assessing what components or behaviors contribute to learning excellence is intended to improve insight into how retention and completion percentages of online graduate doctoral students may be impacted by technology.
Through this proposed case study, online doctoral faculty and students will have the opportunity reflect upon their lived experiences in the new online learning environment known as the New Classroom (NC). The collection of information related to communication, engagement, and assessment in the online learning environment is expected to increase the understanding of how technology impacts transformative learning.Tools for measuring the wisdom of the student (Sternberg, 2013a, Sternberg, 2013b) such as Knowledge Checks (KC) allow faculty (or mediators) to effectively assist doctoral students to “learn how to think wisely and to become lifelong learners” (Sternberg, 2004, p. 222). When students are pressed to provide their wisdom and ultimately their intelligence, cognitive dissonance may occur, as it is human nature to retract or refrain from answering or applying what is being presented. Personalized online education allows educators to target and capitalize on individual cognitive dissonance. Ambient tools assist faculty to identify struggling students, areas of weakness, and provide resources needed to move toward transformative learning.
Main- Research Question
What elements of the learning environment do you feel contribute to successful learning?
Sub-Research Questions
What tools contribute to successful learning?
What behaviors contribute to successful learning?
What academic experiences contribute to academic success?
What types of assessment are most valuable to you?
Methodology and Instrumentation
The purpose of this case study is to explore the perception of contributions to transformative learning within the boundaries of the online, doctoral, learning environment. It is intended to capture real life context. Results are expected to contribute to an enhanced, integrated vision for online, graduate level education. Data will be collected by administering a voluntary, anonymous, online survey to be distributed through a targeted, social media group. The survey instrument will consist of open-ended questions designed to facilitate the emergence and construction of participants’ conscious knowledge of the phenomenon. The population for this study will be 25-45selected online doctoral students and faculty members who are members of a professional networking site (LinkedIn) or research-based community. Data analysis will be facilitated through the use on Nvivo 11 software.
Conclusion
This proposed case study willexplore transformative learning from both the learner and faculty perspective. Transformative learning is integral to 21st century academic success. Additional insight into what constitutes transformative learning in the online classroom is expected to provide valuable information for improved leadership strategies. Previous research indicates, while the technological environment is conducive to promoting engagement, personalization, and mediation, validation is challenging. Data collected from this research is expected to contribute to increased opportunities for learning and innovation.
References
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Team Biographies
Project Manager/Literature/Publication/Logistic Leader
Elisabeth Weinbaum earned her BA (Psychology/Modern Languages) at Capital University followed by her M.A. and PhD at The Ohio State University (OSU). She also trained in the MR/DD Psychology Program @ OSU/Nisonger Center. Since 1987, she participated in many assessment, intervention, and research programs worldwide. She serves as senior consultant for EVAL International and she is engaged in the training of qualified educators, parents, and community members in dynamic assessment of learning potential of children and young adult. Education is her passion and her applied focus lies within the realm of effective mediation in 21st century technological delivery systems for education. She has served UOPX since 2005 and is currently p/t online Faculty for the School of Advanced Studies (SAS).
Methodology Leaders
Mark Kass earned his Ph.D. in International Relations from the University of Missouri and his Masters in International Relations from Creighton University. Since 2004 Dr. Kass has worked full time for academic institutions and in the private sector as Managing Director of Ph.D. Diversified Services, a global political risk and training consulting firm. With a long experience in Doctoral level online education, his interests lie in improving the quality of the Doctoral learning experience as well as in improving levels of student retention through active faculty engagement.
Editor/Summary Leader
Beryl Gutekunst earned her B.A. (English) at Gettysburg College followed by her M.S. (Counseling Psychology) at the University of Pennsylvania, her M.A. (English) Arcadia University, and her Ed.D (Higher Education) at Nova Southeastern University. Since 1990, she participated in higher education teaching and administrative leadership roles including mission statement writing and strategic planning development and implementation at Chestnut Hill College. Presentations included emphasis on a journalist’s ethical leadership, “The Journalist as Citizen to Advance the Public Good” and “Replacing Sensationalism with Conversations for action.” A commitment to “servant leadership” drives her University of Phoenix online teaching and scholarship focus in student transformational learning and ambient technology.
Field Leader/ConferenceLeader
Helen Schleckserhasearned her BA at Georgian Court University in New Jersey in 1983, studying English and Fine Arts, and an MBA in Technology Management from University of Phoenix (online) in 2005. Currently she is enrolled in the EDD/ET @ UoPX/SAS.
For the last twenty-five-plus years Helen worked mostly for financial institutions in various roles related to credit, compliance, risk, and project management leading cross-functional teams and implementing significant organizational initiatives. She is currently under contract for project management work with a major financial institution as well as teaching for UOP and Thomas Edison State College.
Field Leader/ConferenceLeader
Patricia A. Caracena has a master of business administration degree from Rensselaer Polytechnic Institute (RPI) with a concentration in human resource management and a graduate Human Resource Management (HRM) certificate from the University of Phoenix. Ms. Caracena holds a Bachelor of Science degree From Mercy College in finance and an Associate’s degree in Humanities from Rockland Community College. She is a faculty member at the University of Phoenix (UOP) since 1999, and she has performed many roles, such as: Lead Faculty/Area Chair in Human Resources, Faculty Trainer, and Certified Advanced Facilitator.