Many faculty do not think about transformative learning when they are creating an online course, but the truth is that there are multiple dimensions of the online course that can be very useful in encouraging transformative learning experiences.  The very nature of the asynchronous learning environment encourages more reflection and can provide opportunities for students to move through reflection and learning activities at their own pace, which will allow more space for transformation to occur.

In this session, we will give a brief overview of some of the key components to creating an online learning environment conducive to transformative learning. Much of this involves the intentional design by the instructor to ensure the creation of a safe and respectful place for students to examine their feelings and thoughts. We will then facilitate discussion of what this looks like in real courses, give examples and talk through common challenges.

Key takeaways for participants will include:

• The ability to identify what is necessary to create the safe environment in the online course for transformative learning.
• Strategies for using common learning management system tools to facilitate transformative learning.

Many faculty do not think about transformative learning when they are creating an online course, perhaps because the environment itself can be new to many and seems impersonal whereas we think of transformation as a personal event. The truth is that there are multiple dimensions of the online course that can be very useful in encouraging transformative learning experiences.  The very nature of the asynchronous learning environment encourages more reflection and can provide opportunities for students to move through reflection and learning activities at their own pace, which will allow more space for transformation to occur.

Generally, much of the interaction online is done on the discussion board. Although designing fruitful discussions can be challenging, there are multiple strategies that can be used to create deeper and more meaningful conversations in these forums that can lead to transformation. In this session, we will give an overview of key design considerations that facilitate such discussions as well as facilitation tips to nudge students along as needed. The discussion board can also be used for role plays and collaborative activities, which can encourage the “exploring of new roles, relationships and actions” as well as “acquiring new knowledge and skills.” Intentional planning and design in the use of discussion boards can create maximum opportunities for transformative learning to occur.

Reflection is critical to transformative learning and the online environment is the perfect place for which this can occur. There are various tools in Learning Management Systems that can be used for reflection. The use of blogs can allow for both private and public reflection. A private blog can serve as a reflection journal throughout the semester, and if it is public, the conversation can extend to other students or the instructor. The use of dropboxes can be a tool for students to submit reflections privately to the instructor. Outside of an LMS, there are many online tools that students can use to create and model their thought processes on any given subject and engage in dialogue with peers and others.

In this session, we will give a brief overview of some of the key components to creating an online learning environment conducive to transformative learning. Much of this involves the intentional design by the instructor to ensure the creation of a safe and respectful place for students to examine their feelings and thoughts. We will then facilitate discussion of what this looks like in real courses, give examples and talk through common challenges.

Key takeaways for participants will include:

•        The ability to identify what is necessary to create the safe environment in the online course for transformative learning.
•        Strategies for using common learning management system tools to facilitate transformative learning.

Boyer, N., Maher, P., & Kirkman, S. (2006). Transformative learning in online settings: The use of self-direction, metacognition, and collaborative learning. Journal of Transformative Education, 4(4), 335-361.

Meyers, Steven A. (2008). Using transformative pedagogy when teaching online. College Teaching, 56(4), 219-224.

Smith, R. O. (2012). Fostering transformative learning online. In E. Taylor, & P. Cranton, The handbook of transformative learning theory research and practice (pp. 408-422). Chichester: Wiley.

30-Minute Roundtable Session

Critically Reflecting in Transformative Learning