Transformational Learning: the Connection Between Student Transitions and Growth
Document Type
Presentation
Presentation Date
4-9-2015
Abstract or Description
Through the perspective of transformative theory, we propose that in order for students to engage in higher order thinking skills throughout their educational experiences the information must be relevant and applicable. This strategy enables students to play a continually active and participatory role throughout the entire learning process. Furthermore, when students are provided with an opportunity to directly influence their educational experiences, they engage in reflexive thinking and are able to critically analyze their involvement. This teaching strategy was piloted in a graduate level family studies course that incorporated research methods, family theory and professional development. Within the framework of transformative learning ideology, problem based methods were employed. This project provided an opportunity for students to develop a research project from the beginning; identifying relevant theoretical frameworks, making decisions regarding methodology, developing measures, collecting qualitative and quantitative data, analyzing data, critically reflecting on the project's limitations, and dissemination.
Sponsorship/Conference/Institution
USG Teaching and Learning Conference: Best Practices for Promoting Engaged Student Learning
Location
Athens, GA
Source
https://usgteachingandlearningconfe2015.sched.com/
Recommended Citation
DiGregorio, Nikki, Amanda J. Rich, Caitlin E. Bailey, Kelley J. Perkins.
2015.
"Transformational Learning: the Connection Between Student Transitions and Growth."
School of Human Ecology Faculty Presentations.
Presentation 45.
source: https://usgteachingandlearningconfe2015.sched.com/
https://digitalcommons.georgiasouthern.edu/ecology-facpres/45
