A Phenomenological Exploration of Mediation Models of Transformative Learning (WICS, SCM) in Online For-Profit Universities

9 Pages Posted: 24 Feb 2014

See all articles by Amy Adolph

Amy Adolph

Independent

Louise Underdahl

University of Phoenix

Elisabeth Weinbaum

University of Phoenix

Mark Kass

University of Phoenix

Richard Turner

Cambridge College

Beryl Gutekunst

University of Phoenix

Lorraine Priest

University of Phoenix

Hilary Johnson-Lutz

University of Phoenix

Date Written: December 1, 2013

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 one 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, 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

Suggested Citation

Adolph, Amy and Underdahl, Louise and Weinbaum, Elisabeth and Kass, Mark and Turner, Richard and Gutekunst, Beryl and Priest, Lorraine and Johnson-Lutz, Hilary, A Phenomenological Exploration of Mediation Models of Transformative Learning (WICS, SCM) in Online For-Profit Universities (December 1, 2013). The Exchange, Vol. 2, No. 2, December 2013, Available at SSRN: https://ssrn.com/abstract=2395473

Amy Adolph

Independent ( email )

Louise Underdahl

University of Phoenix ( email )

10004 Park Meadows Drive
Phoenix, AZ 85034
United States

Elisabeth Weinbaum (Contact Author)

University of Phoenix ( email )

10004 Park Meadows Drive
Phoenix, AZ 85034
United States

Mark Kass

University of Phoenix ( email )

10004 Park Meadows Drive
Phoenix, AZ 85034
United States

Richard Turner

Cambridge College ( email )

1000 Mass. Ave.
Cambridge, MA 02138
United States

HOME PAGE: http://www.cambridgecollege.edu

Beryl Gutekunst

University of Phoenix ( email )

10004 Park Meadows Drive
Phoenix, AZ 85034
United States

Lorraine Priest

University of Phoenix ( email )

10004 Park Meadows Drive
Phoenix, AZ 85034
United States

Hilary Johnson-Lutz

University of Phoenix ( email )

10004 Park Meadows Drive
Phoenix, AZ 85034
United States

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