From Information to Transformation: Arts-Based Online Learning for Social Justice

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: Elevating Student Voices in Online Learning Environments

Abstract

This mixed-methods study explores how two large undergraduate courses, focused on disability and climate justice, were intentionally designed to support transformative learning. Asynchronous online courses are often critiqued for lacking personal engagement and emotional depth, and this study examines how these courses can foster meaningful and transformative learning experiences. Grounded in transformative learning theory and arts-based pedagogy, both courses engaged students in critical reflection, emotional processing, and creative expression. Analysis of surveys, student work samples, and follow-up case studies revealed strong evidence of personal transformation. Findings suggest that even in large-scale online settings, carefully designed arts-integrated pedagogies can cultivate personal transformation, which offers a promising direction for the future of socially engaged higher education.

Authors

• Yisha Zhao, University of Washington

• Charles A. Peck, University of Washington