" Transformative Learning and its Affect on Student

Retention in Distance Learning Courses"

or 'How I spent my sabbatical'

Preview of Coming Attractions!

Or why you might careCooperative Research-FRGVirtual Groups-national & internationalVirtual Conference PresentationsDL Tools: Yahoo groups; G+; Gmail IM &

Video Conf.Conference Call.com; Google Docs; Google

Drive; Drop Box; Group Roles: PM, Editor; Lit Review; Field

Leader; Research PM

CaveatsI am here to share my research with the DL

committeeMy role is not to debate DL; or …Answer questionsIf you do have questions, y0u can email me

TranSformative Learning Research Group

Beryl Gutekunst, EdD; Hilary Johnson-

Lutz, MS; Mark Kass, PhD; Lorraine

Priest, PhD; Richard E. Turner, PhD

and Elisabeth E. Weinbaum, PhD

Factors Contributing to Transformative Learning in Online Courses

The impact of peer mentors, facilitators, and formative assessment tools such as Knowledge Checks (KC) addressing the problem of suboptimal student retention and completion rates in online graduate courses.

Students’ motivation can be maintained through continuous connections with at least one instructor and classmate.

Transformative learning is significant to the learning process.

Goal: Identify strategies to improve retention, completion rates, and graduation percentages for online graduate doctoral students.

Title: A Phenomenological Exploration of How Mediation Models of Transformative Learning (WICS, SCM) Affect Student Retention in an

Online University.

Are mediation models of transformative learning (WICS, SCM) effective in increasing student retention in an online university?

Using Google +

Virtual Research Team RolesResearch Head and Team LeaderEditorConference PlannerResearchersLiterature Review TeamMethodology teamText Sections Group

Problem

Online learners do not always achieve the goal of enhancing their ethical leadership skillCause: Lack of engagement in the classroom. Transformative learning, as a mediation model, may increase ambient intelligence (Aml) and learner engagement, and could ameliorate low retention rates and drop out problems (Mezirow, 1990).

What is in the Literature?Transformative learning is significant to the learning process. Mediation Models (WICS, SCM) address different learning styles and to facilitate - via effective mediators (facilitators, peers) - scaffolding of existing meaning structures, habitual ways of thinking, and perspectives. Ambient Intelligence (such as “Knowledge Check”) provides an optimal individualized learning experience for every student and serves as a tool for effective mediation.

Theoretical Framework

Mediation Models: WICS/SCM/ZPD

Reuven Feuerstein’s SCM (Theory of Structural Cognitive Modifiability)

Robert Sternberg’s WICS (*Wisdom, Intelligence, and Creativity Synthesized)

Lev Vygotsky’s ZPD (Zone of Proximal Development)

MethodQualitative: Phenomenological Population: Online Faculty & Online Students

To explore the perceived role of peer mentors, facilitators, and formative assessment tools (KC) on retention and completion rates .To assess what works from a technological perspective as measured by the potential for improved retention, completion rates and the graduation percentages. Pilot Study-Faculty in NC workshops. NVivo with comments

Study: Faculty and Students in NC using peer mentoring; constant feedback; digital diaries; TL practices. Perceived difference in motivation. Measure: dropout, retention and graduation rates.

Theoretical FrameworkThe following graphic provides visualization for all the

components of the theoretical framework:

 

Research SolutionsIntegration of mediation models (WICS, SCM) and ambient intelligence tools (eg. KC):

- •Fosters transformational learning (*the new ‘unbundled institutional model’)

- •Connects the online student to faculty members and peers

- •Increases retention, completion rate & graduation percentage.

Results

Application of this model:•Improves the nature of student’s transformative learning experience and online leadership education. •Demonstrate the effectiveness of mediation models and ambient learning tools.•Identifies problems (retention) and enhances ethical leadership skills in online students

Research QuestionsMain- Research Question 

How might the further inclusion of peer mentors and formative assessment tools (KC) affect students' lived transformative learning experiences?

Sub-Research QuestionsHow do educators establish empathic relationships with

students?

How can new experiences that lead to transformative learning be encouraged? Why do some students revise their perspectives (“desire to change”) and others not; and what criteria influence this change?

What happened to the research?Proposal AcceptedProposal FundedPublished in Conference ProceedingsPresented at the following conferences to

date:So Cal Academic Forum- September 2013Puerto Vallarta Mexico-October 2013Troy NY Academic Conference TBDThis will be a multi-year study in several

phases

Presentations at Conferences

What I learnedSabbaticals are an important way to maintain

academic qualityThey are not something you should do on

your ownThey revitalize your teaching; invigoratingResearch Collaboration is something that

worksVirtual groups can be successfulDL work requires many tools; specialized

training and frequent communication with students

The LMS must work!

Roll Credits-Thanks to:AFT and my Faculty ColleaguesAcademic Affairs-Assoc. ProvostTerrie ForteJoe DeFazioProvost; SRC staff The Faculty Research Group

Conclusions

This is the research I did on my sabbatical which was presented at 3 conferences, published in the journal listed and featured in the Social Science Research Network (database). My Cambridge College affiliation is listed in the article as well as the database.

Richard E. Turner, Ph.D., Professor, Cambridge College, Springfield Regional Center, Springfield, MA.

Title: Factors Contributing to Transformative Learning in Online Learning Environments.

Authors: Adolph, Amy; Underdahl, Louise; Weinbaum, Elizabeth; Turner, Richard; Kass, Mark; Priest, Loraine and Johnson-Lutz, Hilary.

Publication: The Exchange, Vol. 2, No. 2, December 2013.Database: Social Sciences Research Network

Abstract Abstract: Factors Contributing to Transformative Learning in Online Learning

Environments. This research study explores the role of mediation in enhancing

transformative learning and in fostering an integrative vision for higher online education. 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 classmate. Empirical studies indicate that transformative learning is significant to the learning process. Research suggests that 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, SCN) as a vision of 21st century online learning environments will be explored.

Abstract ContinuedInsights gained from this study may explain some

of the needs and attitudes of online doctoral students and may help online colleges and universities in 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