A Quantitative Investigation of Transformative Learning
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A Quantitative Investigation of Transformative Learning Scott L. Walker, ScEdD Northwest Vista College San Antonio, TX, USA July 3, 2014, International Journal of Arts and Sciences Conference, Università Ca' Foscari Venezia
Transcript of A Quantitative Investigation of Transformative Learning
A Quantitative Investigation of Transformative Learning
Scott L. Walker, ScEdD Northwest Vista College
San Antonio, TX, USA July 3, 2014, International Journal of Arts and Sciences
Conference, Università Ca' Foscari Venezia
Transformative Learning
Transformation – A shift or change in worldview
Transformative Learning – Process of a learner involved in a transformative experience
Transformative Ed – Planned educational program, experience, intervention, or set of practices
Transformative Learning
Fits into 9 streams of learning theory 1. Cognitive-Rational
2. Depth-Psychological
3. Psychoanalytic
4. Pscyodevelopmental
5. Structural Development
6. Social Emancipatory
7. Cultural-Spiritual
8. Positionality
9. Neurobilogical
Transformative Learning
Narrowed down to 4 streams of learning theory
1. Cognitive-Rational
2. Psychological
3. Structural Development
4. Socio-Emancipatory
TL as Socio-Emancipatory Approach Transformation
– Development of critical consciousness (Friere, hooks); conscientização (conscientization)
– Deeping awareness of socio-cultural awareness
Transformative Learning
– Continued process of action, reflection, dialogue
Transformative Education
– Critical “andragogy,” problem posing, horizontal classroom environment
TL as Cognitive-Rational Approach
Transformation – Shift in perspective of meaning
Transformative Learning – Practice of cognitive dissonance, reflection on one’s
way of thinking, dialogue, and some action based on new ways of thinking
Transformative Education – Promoting critical reflection and discourse on prior
experience/ways of thinking through intentional disorienting dilemmas
Transformative Learning Environment Survey (TLES)
Four scales: (1) disorienting dilemmas, (2) self-reflection, (3) meaning perspective and critical discourse, and (4) changes in behavior
Each scale assessing the students’ perspective and the learning environment
52 items
Response Scale: 1 Never, 2 Seldom, 3 Sometimes, 4 Often, 5 Always
TLES Example Items
Disorienting dilemma
In this class…
Self-perception-…I questioned my way of thinking.
In this class, the instructor…
Env. Perception-…Challenged my way of thinking.
TLES Example Items
Self-Reflection
In this class…
Self-perception-…I questioned my ideas.
In this class, the instructor…
Env. Perception-…Asked me to think about where my ideas came from.
TLES Example Items
Meaning Perspective & Social Discourse
In this class…
Self-perception-…I became aware of the perspectives of others.
In this class, the instructor…
Env. Perception-…made it okay to examine assumptions.
TLES Example Items
Acting
In this class…
Self-perception-…I critically question the evidence provided.
In this class, the instructor…
Env. Perception-…Set up situations where I could express any new viewpoints.
Stu
den
t
1)
Dis
ori
enti
ng
Dile
mm
a
The extent to which students perceived a disorienting dilemma.
Envi
ron
men
t The extent to which the instructor used disorienting dilemmas as a part of instruction.
Stu
den
t
2)
Self
-Ref
lect
ion
The extent to which students critically perceived their subjective perceptions of knowledge.
Envi
ron
me
nt The extent to which the instructor created
opportunities for student critical self-reflection.
Stu
den
t
3)
Mea
nin
g P
ersp
ecti
ve &
C
riti
cal D
isco
urs
e
The extent to which students perceive their meaning perspectives. [“lens through which persons filter & interpret the
world”]
Envi
ron
men
t The extent to which the instructor creates opportunities for critical discourse.
Stu
den
t
4)
Act
ing The extent to which students perceive a
change in their behavior.
Envi
ron
men
t The extent to which the instructor creates an environment for students to demonstrate change in behavior.
Results
1.0
2.0
3.0
4.0
5.0
DDs DDe SRs SRe MPCDs MPCDe ACTs ACTe
TLES Scale Means
DDs DDe SRs SRe MPCDs MPCDe ACTs ACTe
3.4 2.5 3.5 3.6 4.0 4.4 3.6 3.9
Associations all to SAT
Scale Actor M SD r ß
Disorienting Dilemma Student 3.44 1.10 0.17* 0.04* Environment 2.48 1.28 -0.29 -0.08*
Self-Reflection Student 3.51 1.09 0.23* 0.05* Environment 3.65 1.03 0.28* 0.06*
Meaning Perspective & Critical Discourse
Student 3.96 0.88 0.29* 0.05* Environment 4.36 0.83 0.49* 0.38*
Acting Student 3.64 1.00 0.33* 0.10* Environment 3.91 0.93 0.41* 0.16*
Satisfaction 4.34 0.92 Multiple correlation (R) R2
0.59
0.34
*p < 0.01, N=649
