Transformative Learning Experiences Research Articles

From terror to pride: Supporting faculty through a blended learning community of transformation during the COVID-19 pandemic

The COVID-19 pandemic and the shift to remote, blended, and online teaching and learning presented universities around the world with myriad challenges. This rapid shift into uncharted territory, however, also created an opportunity for faculty developers to lead exploration of new pedagogies, challenging teaching assumptions. In this article, we share the story of how a center for teaching and learning led the shift to remote and blended learning through a community of transformation (Kezar et al., 2018). We share results from a survey of faculty following multiple professional development opportunities and explore themes that emerged from interviews with six instructors representing a range of disciplines and experience in remote and blended teaching. We conclude by offering our design elements to consider when pursuing faculty development as a potentially transformative learning experience (Mezirow, 1991).

Exploring Meta-Learning: Unveiling Progress and Obstacles - A Comprehensive Examination

Educational international organizations have forecasted a radical transformation in how students learn, the content they learn, and the requisite skills in the near future. The advent of smart technologies is poised to revolutionize learning conditions, ushering in opportunities for transformative learning experiences and fostering more conscious, self-directed, and self-motivated learning endeavors. Meta-learning encompasses a suite of cognitive meta-processes through which learners consciously construct and manage personal learning models. It involves a progression of meta-skills that evolve hierarchically, facilitating the attainment of advanced levels of comprehension termed meta-comprehension. This article delves into the concept of meta-learning and delineates the meta-levels of learning through the lens of metacognition. Additionally, it explores the potential of smart technologies to serve as fertile ground for implementing meta-learning training strategies. The findings of this study contribute to a novel theoretical framework for meta-learning, bolstered by smart devices capable of supporting future meta-learners, or more aptly, meta-thinkers, in transcending conventional realms of knowledge and ascending to higher meta-levels of human intelligence.

Exploring Meta-Learning: Unveiling Progress and Obstacles - A Comprehensive Examination

Educational international organizations have forecasted a radical transformation in how students learn, the content they learn, and the requisite skills in the near future. The advent of smart technologies is poised to revolutionize learning conditions, ushering in opportunities for transformative learning experiences and fostering more conscious, self-directed, and self-motivated learning endeavors. Meta-learning encompasses a suite of cognitive meta-processes through which learners consciously construct and manage personal learning models. It involves a progression of meta-skills that evolve hierarchically, facilitating the attainment of advanced levels of comprehension termed meta-comprehension. This article delves into the concept of meta-learning and delineates the meta-levels of learning through the lens of metacognition. Additionally, it explores the potential of smart technologies to serve as fertile ground for implementing meta-learning training strategies. The findings of this study contribute to a novel theoretical framework for meta-learning, bolstered by smart devices capable of supporting future meta-learners, or more aptly, meta-thinkers, in transcending conventional realms of knowledge and ascending to higher meta-levels of human intelligence.

Transformative learning in business economics education: The development of a measurement instrument to detect student perspectives

Previous studies of business economics education have highlighted differences regarding the role of businesses towards sustainability, as articulated by teachers, students and in textbooks. The roles differ from externally motivated (following law and customers) to internally driven (creating new routes) to address sustainability in the business context. Changes by students in their perspectives on the role of a business in relation to sustainability can be seen as examples of a transformative learning experience in the context of business economics education. This paper presents a measurement instrument of 12 items on a five-point Likert scale to measure the views of students regarding the role of a responsible businessperson. A mixed-methods approach was used to develop, test and validate the instrument. Data were gathered by business economics students at Hasselt University. The added value of the instrument is that it can be used in educational practice and in further research to indicate whether transformative learning is happening in the context of business education and to gain insight into students' views on the role of a responsible businessperson. The instrument goes beyond existing attitude, knowledge and competence scales and contributes to assessing transformative learning for sustainable development.

“This is it…this is our normal” - the voices of family members and first responders experiencing duty-related trauma in Ireland

BackgroundCompared to other occupational groups, first responders (FR) experience worse mental health outcomes due to duty-related trauma and occupational stressors. Despite their best efforts, they bring this stress home to friends and family. Consequently, FR and their supporters suffer from increased psychosocial difficulties and experience stigma and other barriers to help-seeking. Prior work offers little opportunity for open dialogue and shared understanding of the repercussions of this occupation for all members of the first responder community.In this qualitative study, we aimed to: (i) explore the lived experience of Irish FR and their family members (FM) related to occupational stressors, FM and FR, and (iii) identify opportunities to engage FM with existing organizational supports available for FR. MethodsUsing a community based participatory research (CBPR) approach, we conducted six focus groups involving a total of fourteen participants comprising FR, organizational representatives, and FM. All focus groups were audio recorded, transcribed, and analyzed using reflexive thematic analysis. FindingsFR and FM shared their experiences of both joining and learning to live as members of the FR community in Ireland. Through our analysis, we identified a main theme of ‘crossing thresholds’, characterizing their transformative learning experiences. This learning experience includes recognizing the consequences of this new role for them as individuals and for their relationships. Participants also shared how they have learned to cope with the consequences of their roles and what they need to better support each other. ConclusionsFM are often unheard, hidden members of the first responder community in Ireland, highlighting an unmet need for FR organizations to acknowledge FM role in supporting FR and to provide them with the appropriate training and resources required. Training for new recruits needs to move beyond the tokenistic involvement of FM and encourage knowledge sharing among experienced and novice members. Cultural change is required to support help-seeking among FR and foster a sense of peer support and community among families.

Cultivating leaders for primary health care: A revised approach for transformative development.

Family physicians require leadership skills to strengthen team-based primary care services. Interviews with South African district managers confirmed the need to develop leadership skills in family physicians. The updated national programmatic learning outcomes for South African family physician training were published in 2021. They sparked the need for curriculum renewal at the University of Cape Town's Division of Family Medicine. A review of the leadership and governance module during registrar training showed that the sessions were perceived to be content heavy with insufficient opportunities for reflection. Following a series of stakeholder engagements, the module convenors co-designed a revised module that was blueprinted on the updated learning outcomes. The module incorporates a group coaching style, facilitating learning through reflection on one's experiences. The revised module was implemented in 2022. It aims to provide a transformative learning experience centred on students' perceptions of themselves as leaders, as well as professional identity formation and resilience building. This short report describes preliminary insights from the revised module's developmental phase and forms part of an ongoing iterative evaluation process.Contribution:Family physicians should lead across all their defined roles. Formal and informal learning opportunities are needed to facilitate their growth as leaders and help them to meet the health needs of communities served by an evolving health care system. This short report describes an example of a revised postgraduate module on leadership and governance, which may be of value to clinician educators and academic departments exploring innovative methods for the African region.

Online Learning and Liminal Spaces: An Example of Innovation in Social Work Field Education

Abstract Amidst the challenges posed by the coronavirus disease 2019 pandemic, universities grappled with adapting to online service delivery, particularly affecting student placements in programmes requiring practicum experiences. Addressing this, four Australian Universities/Colleges collaboratively initiated the Supporting Placement through online Access and Community Engagement (S.P.A.C.E) Project, a twelve-month research endeavour. This study, based on qualitative data from S.P.A.C.E, reveals that the project’s success in delivering quality placement experiences hinged on three key factors: (1) the creation of a liminal (or third) space, (2) a genuine commitment to critical pedagogy and (3) the intentional use of online technology for an authentic learning experience. Significantly, the findings have implications for the field of social work by challenging assumptions about online learning, influencing social work theory through the exploration of a transformative ‘third space’, enhancing practice through critical pedagogy and suggesting policy directions that support flexible and viable online modalities in social work education. This research contributes to a growing body of evidence supporting online learning as a flexible and effective means for authentic and transformational learning experiences.

Trust and Transformative Learning: How Faculty-Led Study Abroad Experiences Foster Sense of Belonging and Community

ABSTRACT Study abroad programs (SAPs) in higher education are long known for providing numerous benefits to student participants. However, few studies have looked at the process of faculty-led SAPs (i.e. the role of student engagement, faculty-student interaction) in creating a sense of belonging for students, which is critical for student retention and success. This study explored how student engagement in short-term faculty-led SAPs is related to their sense of belonging and transformative learning. Twenty-nine interviews were conducted among students at a public university in the southern U.S. who participated in short-term SAPs led by tourism and hospitality faculty during spring break. Results showed that trust in faculty leaders premised a sense of belonging, which allowed transformative learning experiences while studying abroad. Results shed light on optimizing the design and operation of short-term SAPs for greater student retention and success.

Exploring Practical Pedagogy in High School Biology Education: A Qualitative Study of Pre-Service Biology Teachers’ Experiences in Vietnam

<p style="text-align:justify">This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.</p>

How literary tourism changes the tourists’ “baggage”: a conceptual framework for the educational function of literary tourism

ABSTRACT This conceptual study aims to provide a framework for the educational function of literary tourism, a niche within cultural, heritage and media-related tourism, by focusing on the relationship between tourism and education. The conceptual framework, established through previous research on literary museums, literary festivals, and literary routes, demonstrates that literary tourism offers tourists experiential and transformative learning experiences. Literary tourism offerings not only influence tourists’ literary knowledge and practical skill levels but also provide awareness that can potentially transform their personal lives and alter perspectives. The gains individuals acquire through literary tourism highlight the necessity of emphasizing the educational function of literary tourism. This underscores the significance for literary sites, literary destinations, tour operators, educational institutions, and similar stakeholders to invest in promoting this educational function. The conceptual framework outlined in this study regarding the educational function of literary tourism can serve as a valuable reference point for literary tourism initiatives and research.

Advancing Nursing Practice: The Evolution and Impact of Continuing Professional Development.

American Nurses Credentialing Center (ANCC) Accreditation in Nursing Continuing Professional Development (NCPD) emphasizes the importance of maintaining competence, ensuring patient safety, and supporting career advancement in nursing through learning and development. It underscores the shift toward competency-based and outcome-oriented education models, addressing challenges such as misconceptions about the demands of NCPD and focusing more on the impact. This column provides the "why" for organizations, leaders, and nurses to engage in ANCC accredited NCPD educational programs. It further explores a future where NCPD fosters a skilled, equitable, and diverse health care workforce, promoting transformational learning experiences. [J Contin Educ Nurs. 2024;55(4):153-156.].

A spark of change: developing an innovative gerontological nursing intervention mapping initiative for training and education (IGNITE)

BackgroundWith an aging global population and advancements in medical technology, there is an urgent need for innovative gerontological nursing education programs. This study aimed to develop and evaluate the Innovative Gerontological Nursing Intervention Mapping Initiative for Training and Education (IGNITE) program. This program is a digital platform-based postgraduate nursing curriculum that employs the Intervention Mapping Approach (IMA) and Transformative Learning Theory to address the evolving needs of gerontological nursing.MethodsThe IGNITE program’s development process encompassed a comprehensive approach, including needs assessment, mapping of course objectives, integration of theory-based methods and strategies, course design, implementation, and rigorous evaluation. The pilot evaluation study involved pre- and post-tests focused on ageism, attitudes towards elder care, knowledge about older adults, transformative behavior change, and program satisfaction. The findings revealed significant improvements across all these dimensions, affirming the effectiveness of the program.ResultsThe program leveraged experiential learning, critical reflection, and rational discourse to facilitate transformative educational experiences. Notably, pre- and post-test comparisons showed marked improvements in attitudes towards older adult care and dementia care knowledge. Participants expressed high satisfaction with the program, with significant reported changes in transformative behaviors. The study also illuminated the initial negative attitudes of clinical nurses towards older adults and underscored the importance of transformative learning experiences in fostering empathy and understanding.ConclusionsThe IGNITE program lays a foundational framework for developing educational materials that promote transformative learning and self-reflection among healthcare professionals. This approach can lead to innovative nursing practices and personal growth. The application of the IMA and Transformative Learning Theory in gerontological nursing education shows significant promise. Future research should focus on exploring the long-term impacts of such programs and their applicability in diverse healthcare settings.

Creating transformational learning experiences for 21st century healthcare students through preclinical skills training at a South African university.

Creating an inclusive interprofessional teaching and learning community can enhance student engagement and ultimately develop essential graduate attributes (GA) (also known as generic, transferable, core, soft, work-ready or nontechnical skills). The early practical development of GA within a diverse space is essential in health profession education, as students experience the transition to clinical training as challenging. This paper describes the conceptualization and implementation of an inclusive interprofessional curriculum focused on GA development in the preclinical years. A phased multimethod research design was applied. Phase 1 focused on the conceptualization of a preclinical GA development curriculum through a consensus-seeking process among all staff in the School of Health and Rehabilitation Sciences (N = 36). Subsequently, in Phase 2, quantitative and qualitative data were gathered from participating first-year students (N = 135) as an early curricular implementation review. Descriptive statistical analyses for quantitative and thematic analyses for qualitative data were performed. During Phase 1, five themes were identified (Ethics, Professionalism, General principles for interventions, Organizations and institutions, Management) informing preclinical curriculum development. Forty-one first-year students (30%) participated in Phase 2. The majority of participants (87%) indicated that they had a positive learning experience during Phase 2. Students expressed that engagement was encouraged (83%) within a space of mutual respect (83%), with interprofessional groups assisting in building "a trusting environment and a supportive one". Students indicated they "liked that it [module] wasn't just about one topic", as it concretized that "there is more to being a healthcare professional that just treating people". GA development provides an invaluable opportunity for interprofessional engagement. Creating a diverse and inclusive curricular space through multimodal and interprofessional training, GA training was transformed to be more practical and future-focused, creating a positive learning experience. Future research should focus on the longer-term impact of this practical, preclinical GA development during the transition of these students into the clinical training space.

Reflections of transformative active learning experiences (TALEs) in higher education from early career construction management professionals

Higher education today is challenged to improve the learning experience in response to increased demands from, students, parents, and employers. Active learning and High Impact Educational Practices (HIPs) have been shown as promising approaches. However, success using these strategies is not guaranteed. Incorporating the concept of Moments—impactful and meaningful events that change one’s perspective (C. Heath and D. Health 2017)—can be a way to increase chances of success. Referred to as Transformative Active Learning Experiences (TALEs), these are peak learning experiences that combine active learning, elements of HIPs, and moments. This paper explores peak learning experiences gathered through focus groups from 33 construction management alumni located in the Southeast United States who graduated within the last ten years. Outcomes point toward specific, impactful learning experiences including hands-on/active learning, group/teamwork, and work experiences. These were particularly impactful because they provided learners with new insight about what they were learning and the connection to their future profession, opportunities to be appropriately challenged, and the chance to build deep connections with classmates, faculty, professionals, and others. This research provides higher education greater understanding about key elements that can be used to enhance the student experience and promote lifelong, meaningful, and memorable learning experiences.

Imagining Advancement of Wilding Educational Policy: Reflections and Possibilities in Botswana

AbstractThis paper examines the notion of wilding pedagogy and its potential for comprehensive transformation through educational policy. This paper argues that given current unsustainable human practices, significant changes can be achieved by aligning education and policy. This paper begins by defining wilding pedagogies and providing an overview of Botswana’s background and prospects. It contends that Botswana has the potential to enhance the quality of education by promoting active and transformative learning experiences. Furthermore, this policy can lead to improved academic performance by acknowledging cultural linkages, honouring land, returning to a holistic approach aligned with the principles of the wild in education.

Exploring what makes learning meaningful for postgraduate business students in higher education

AbstractWhile research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives on what is meaningful in higher education to inform the design of authentic and transformative learning experiences. Focus groups were conducted to gain insights into students’ most meaningful learning experiences across four postgraduate business subjects. We conducted a thematic analysis of the student data by inductively coding the transcripts and comments. Students derived the most value from learning experiences that incorporated real-world connections, social encounters, or productive challenges. We also found that students’ discussions of meaningfulness were relatively superficial, suggesting that postgraduate students may not be primed to consider meaningfulness in relation to their learning. We thus problematise the term meaningful and conclude by proposing ‘learning highs’ as a new tentative conceptual frame for future research identifying learning situations in which meaningful experiences occur.

Symbolic access: medical students’ awareness of institutional culture and its influence on learning, a phenomenographic study

BackgroundThe discussion of access in medical education has its focus largely on physical and epistemological access, leaving a qualitative gap regarding sociocultural factors which enable access in this context. This study introduces and defines symbolic access, a concept with a specific lens on sociocultural inclusion, and the influence it has on student learning within the South African medical education landscape.MethodsA phenomenographic design was used to explore students’ conceptions of symbolic access and its impact on learning. One-on-one exploratory interviews were conducted with fifteen final year medical students at the University of Witwatersrand in Johannesburg. Interviews were analysed using Sjöström and Dahlgren‘s seven-step phenomenography model.ResultsFour categories of description were induced, which described students’ understanding of symbolic access, these were rejection, disregard, invalidation, and actualization. Four dimensions of variation were discovered expressing the diversity of events which informed the collectives’ understanding of the phenomenon. These dimensions were; interactions with educators, peer relationships, educational environment, and race. Categories of description and dimensions of variation formed the Outcome Space, a visual representation of the student experience of symbolic access. The outcome space had a double narrative related to symbolic access; exclusion (major) and actualization (minor). Medical student’s chief experience within the medical community was exclusion, however clinical immersion, meaningful participation, peer-relationships, and clinical skills lessons facilitated community enculturation, and impacted learning.ConclusionDespite deeply exclusionary experiences throughout their programme, medical students articulated a paradox of both awareness and no awareness of symbolic access. The awareness of symbolic access was predominantly influenced by clinical experiences and clinical immersion during the pre-clinical and clinical years of study. Further, descriptions of valuable learning experiences were connected to clinical events and the involvement with patient care. This study suggests that the actualization of symbolic access and description of meaningful learning experiences are linked. Medical educationalists should design undergraduate curricula with early clinical immersion at the fore and explore symbolic concepts pertaining to access, as they are linked to transformative learning experiences for the medical student.

Perspectives On Game-Based Learning Within The Higher Education Sector

This study investigates the perceptions of faculty members on the integration and implications of game-based learning (GBL) in higher education, specifically within the United Arab Emirates (UAE). It aims to understand how GBL influences student motivation, engagement, and the achievement of learning outcomes, thereby offering a faculty-centric perspective on the effectiveness of GBL strategies in enhancing educational experiences at the tertiary level. The research methodology employed semi-structured interviews with 18 faculty members across various disciplines in UAE universities. These interviews were meticulously analysed through open coding, selective coding, and axial coding using NVivo software. The findings indicate a strong consensus among faculty members on the positive effects of GBL on student motivation and engagement. A crucial insight is the necessity for GBL tools to be directly relevant to subject matter and aligned with specific learning outcomes. Despite these benefits, challenges such as the need for game design to meet educational objectives were noted. The study highlights the potential of GBL to transform learning experiences in higher education by fostering an engaging, interactive, and motivational learning environment. It suggests that for GBL to be effectively integrated into higher education curricula, there must be a concerted effort to develop subject-specific games that are pedagogically sound and aligned with learning outcomes. This research contributes to the academic discourse by focusing on the relatively underexplored area of faculty perspectives on GBL in the higher education sector of the UAE. It extends the understanding of GBL's applicability beyond K-12 education, addressing a gap in the literature regarding its use and effectiveness in tertiary education. Through its faculty-centric lens, the study provides invaluable insights into the challenges and opportunities of implementing GBL in higher education settings, thereby offering a foundational framework for future research and practice in this emerging field.

Exploring the Virtual Frontier: The Impact of Virtual Reality on Undergraduate Biology Education at the American University in Dubai

Virtual Reality (VR) technology is revolutionizing education, providing unique opportunities for immersive and interactive learning. This study explores the potential of VR to enhance undergraduate biology education—a pioneering endeavor within the United Arab Emirates (UAE). This research follows a structured three-stage approach which includes: pre-assessments, immersive VR experiences, and postassessments that evaluate the impact of VR on students’ knowledge and skills. This is complemented by a Likert-scale comprehensive learning survey designed to assess the students’ level of engagement and satisfaction. Using VR, students navigate a detailed 3D model of the human body and its organs and findings suggest that immersive VR holds substantial promise as an educational tool in UAE undergraduate biology education. Pre-assessments and post-assessments demonstrated a statistically significant improvement in biology assessment scores, indicating enhanced comprehension of complex concepts after a single VR session. Furthermore, the learning survey results suggest high levels of student engagement and satisfaction in the VR environment. The introduction of VR technology into undergraduate biology education is innovative, shedding light on its untapped potential. This study provides insights into the broader applicability of immersive VR in science education and its potential to transform learning experiences, benefiting both students and educators.

A Quantitative Study on the Effectiveness of Open Educational Resources (OER) in Enhancing Creative Thinking Skills

This research aims to provide empirical evidence on the effectiveness of Open Educational Resources (OER) in facilitating transformative learning experiences that enhance students' creative thinking skills. A quantitative approach was employed for the study, wherein two groups, experimental and control, underwent pre-tests and post-tests to measure variables such as fluency, flexibility, elaboration, and evaluation of their creative thinking abilities. The study revealed significant differences between pre-test and post-test scores for both groups, particularly in the indicators of flexibility and evaluation. However, diverse outcomes were observed when examining n-gain scores across all indicators of creative thinking skills, suggesting that the effectiveness of OER in facilitating transformative learning varies depending on the specific creative thinking indicators measured. The research emphasizes that while OER can facilitate transformative learning processes, it may not yield uniform results across all dimensions of creative thinking. The obtained results indicate no significant difference in flexibility. Contradictory conditions can be observed in fluency, elaboration, and evaluation indicators, showing significant differences. Therefore, educators should adopt varied approaches when integrating OER into their curricula to maximize the potential benefits of enhancing students' creative thinking skills. For future research, it is highly recommended to focus on the effectiveness of OER based on the type of content or subject matter taught to identify the most effective sources. Further research is also needed to compare the effectiveness of OER with other teaching methods.