A Case Study Exploration of Faculty/Student Perceptions of a New E-Learning Platform Intended to Promote Transformative Learning

The Exchange, Vol. 4, No. 1, 2015

7 Pages Posted: 21 Oct 2015

See all articles by Elisabeth Weinbaum

Elisabeth Weinbaum

University of Phoenix

Mark Kass

University of Phoenix

Beryl Gutekunst

University of Phoenix

Helen Schleckser

University of Phoenix

Date Written: September 1, 2015

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

Suggested Citation

Weinbaum, Elisabeth and Kass, Mark and Gutekunst, Beryl and Schleckser, Helen, A Case Study Exploration of Faculty/Student Perceptions of a New E-Learning Platform Intended to Promote Transformative Learning (September 1, 2015). The Exchange, Vol. 4, No. 1, 2015, Available at SSRN: https://ssrn.com/abstract=2676163

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

Beryl Gutekunst

University of Phoenix ( email )

10004 Park Meadows Drive
Phoenix, AZ 85034
United States

Helen Schleckser

University of Phoenix ( email )

10004 Park Meadows Drive
Phoenix, AZ 85034
United States

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