Designing for Transformative Learning in Distance Education: Enacting Critical Incident Questionnaires as Formative Evaluation Feedback

• In Event: 58.082 - Roundtable Session 25
  In Roundtable Session: 58.082-13 - Humanizing Online Teaching and Learning

Abstract

In this case study, we explored how design elements might foster opportunities for transformative learning in distance education. Transformative learning can lead to more equitable education by motivating social action. We gathered data from 38 undergraduate students who completed weekly critical incident questionnaires regarding their learning experiences. The findings revealed that designing for transformative learning experiences involved promoting real-life relevance, engagement with classmates for multiple perspectives, and engaging with new technologies. The significance of this work is to inform instructional design practices that support transformative learning in higher education, with the goal that students who experience transformative learning will feel empowered towards civic engagement and social action.

Authors

• Nesrin Bakir, West Texas A&M University

• Jolie Kennedy, Lenoir Rhyne University