International Exchange as a Transformative Learning Experience: A Case Study

2012 ◽  
Vol 21 (3) ◽  
pp. 160-172 ◽  
Author(s):  
Sheena Choi ◽  
Michael Slaubaugh ◽  
Ae-Sook Kim
Keyword(s):  
Transformative Learning ◽  
Learning Experience ◽  
International Exchange

scholarly journals Building souls and CVs with a student-run podcasting course

2018 ◽  
Vol 2 (2) ◽  
pp. 115-124 ◽  
Author(s):  
Ethan Pohl ◽  
Emily Liatsis ◽  
Jessica Riddell
Keyword(s):  
Experiential Learning ◽  
Transformative Learning ◽  
Learning Experience ◽  
Authentic Learning ◽  
Student Leaders ◽  
Radio Station ◽  
The University ◽  
Key Questions ◽  
The Ideal

This case study discusses an experiential learning course comprising a 12-episode podcast series dedicated to transformative learning in higher education. The three-credit course, which was designed by two student leaders (station managers at the university radio station) in collaboration with a faculty collaborator, was informed by the 10 design principles of authentic learning. The central premise of the podcast series hinged on two key questions: What are the ideal conditions where students build their souls as they build their CVs?; What are the conditions for transformative learning whereby students reflect on their learning experience as collaborators with their professors and with one another? The case study offers recommendations to students, faculty, and educational developers who might integrate this model into their own practices. 

Perspective Transformation Model Among Former Drug Addict in Petaling Jaya, Selangor, Malaysia

2018 ◽  
Vol 7 (3.30) ◽  
pp. 122
Author(s):  
Normala Abu Hassan ◽  
Mohd Azhar Abd Hamid ◽  
Zainudin Hassan ◽  
Kassim Thukiman ◽  
Muhammed Fauzi Othman ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Drug Addiction ◽  
Learning Process ◽  
Learning Experience ◽  
Perspective Transformation ◽  
Drug Addict ◽  
Transformation Model ◽  
Drug Addicts ◽  
Effective Learning

Drug addiction is number one problem in Malaysia. Drug addiction could lead to many problems to the society, community as well to the country. The purpose of this article is to discuss the perspective transformation model among 15 former drug addict. Perspective transformation model is a lifelong learning process. It is self directed and effective learning process for adults. Based on the facts the drug addiction is difficult to recover but it is not impossible. In order to leave the drug addicts individuals need motivation, commitment, spirit and sacrifice. This article is to highlight how the former drug addict managed to escape from the drug addiction after going through a tough process. The former drug addicts share their success story with the researcher during the interview. This study will explore how the former drug addict change the meaning scheme and perspective scheme through transformative learning experience. Through the interaction with others it caused the transformation to the worldview of the former drug addicts. The main theory of this study is transformative learning theory by Mezirow. Qualitative methods was chosen in this study by using the phenomenological and case study method in which to understand the phenomenan comprehensively. Finally, this article will conclude the perspective transformation model among former drug addicts.  

scholarly journals Knowledge in Higher Education – Combining Hand and Heart

2020 ◽  
pp. 29-40
Author(s):  
Adiv Gal
Keyword(s):  
Transformative Learning ◽  
Developing Country ◽  
Personal Experience ◽  
Emotional Experience ◽  
Learning Experience ◽  
Practical Experience ◽  
Integrative Approach ◽  
Case Study Method ◽  
Hands On

This study aims to narrow this theoretical gap and to examine what students from a developing country learned about themselves following a three-week course stay in the rural education system of a developing country in the context of the effects of globalization on the environment. The research study employed the qualitative approach using a case-study method based. This course provided students with an emotional experience and the acquisition of knowledge that combines the senses of vision, smell, and hearing. The course also involved significant practical experience. The combination of acquiring knowledge using emotions, combined with hands-on activities, has made the course a distinctive student experience. The themes that emerged correspond to the model that presents the holistic nature of a transformative learning experience. This entire integrative approach relates to heart-personal experience and motivation, the head concept of globalization, hands behavior.

Capturing Transformative Moments in a Participatory Values-Based Event

2021 ◽  
pp. 154134462199624
Author(s):  
Felix Okechukwu Dike ◽  
JohnBosco Chika Chukwuorji
Keyword(s):  
Transformative Learning ◽  
Learning Outcomes ◽  
Study Design ◽  
Present Moment ◽  
Case Study Design ◽  
Fresh Perspective ◽  
The Stability

The theory of transformative learning (TL) has been criticized secondhand for its lack of clarity in capturing and explaining in detail the processes undergone by learners who are going through TL experiences and their link to learning outcomes. Using a case study design, and carefully synthesized TL processes (TLPs) from Mezirow’s TL theory, we present—moment by moment—the TLPs linked to outcomes identified among a group of teachers who participated in a values-based workshop. Participants were followed through interviews for over 72 weeks to trace the stability of their TL outcome. TL processes identified were compared to Mezirow’s 10 processes. The article discusses ontological transformations gained and offers fresh perspective to identifying TLPs that can be linked to outcomes.

Problem-posing in management classrooms for collective sustainability transformation

2021 ◽  
Vol 22 (3) ◽  
pp. 477-496
Author(s):  
Janette Brunstein ◽  
Mark Edward Walvoord ◽  
Ed Cunliff
Keyword(s):  
Transformative Learning ◽  
Learning Objectives ◽  
Problem Posing ◽  
Content Type ◽  
Analysis Methodology ◽  
Unique Approach ◽  
Teaching Cases ◽  
Classroom Use

Purpose The purpose of this study is to examine the possible benefits of approaching sustainability-related teaching cases from the perspective of problem-posing (PP) instead of problem-solving (PS). Design/methodology/approach A document analysis methodology (Silverman, 2011) was used to analyze sustainability teaching case study abstracts and learning objectives from business databases. Cases were reviewed and classified as PP, PS or other. PP cases were further subclassified on one of three axes. Findings Of 117 cases reviewed, most were PS (66%) with only 9% PP. Theoretical and pedagogical implications are discussed with recommendations for writing or converting, PS to PP cases for classroom use. Theoretical contributions include identification of three distinct and complementary views of PP, described in these axes: emancipatory; problematizing metaphors and premises; and rational, process and means-focused cases, not triggering transformative learning theory. Of 10 cases classified as PP cases, 3 were subclassified as emancipatory. Research limitations/implications This research is limited to case study titles containing “sustainability” and analyses of their descriptions and learning objectives only. Next phases of the research will examine differences in student learning between PS and PP in situ. Practical implications The research identifies a unique approach to the authoring and use of case studies that hold the potential for increasing students’ critical thinking capabilities and production of solutions to sustainability issues. Originality/value There is limited research and analysis of the identification and implications of using PP pedagogy.

A Transformative Learning Experience for Senior Nursing Students

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Susan M. Hunter Revell ◽  
Kristen A. Sethares ◽  
Elizabeth Danells Chin ◽  
Marni B. Kellogg ◽  
Deborah Armstrong ◽  
...  
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Learning Experience

How would you like your Turkish coffee? Tourist experiences of Turkish coffee houses in Istanbul

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Serkan Yiğit ◽  
Nilüfer Şahin Perçin
Keyword(s):  
Design Methodology ◽  
Qualitative Case Study ◽  
Learning Experience ◽  
Empirical Studies ◽  
Value Added ◽  
Case Study Method ◽  
Culture Learning ◽  
Content Type ◽  
Place Satisfaction

Purpose The purpose of this study is to examine and understand the experiences of tourists in the Turkish coffee houses in Istanbul, Turkey. Design/methodology/approach In this study, a qualitative case study method was used to analyze tourists’ comments with user-generated content technique by analyzing tourists’ comments. The data used in the study was collected through TripAdvisor, which is considered one of the most famous websites with tourist reviews and comments, between 20 May and 10 June 2020 from tourists’ reviews (n:219). Findings The findings show that Turkish coffee house experiences are heterogeneous based on the dimensions of coffee characteristics, place, satisfaction, recommendation and revisit intention, value/price and value-added experience. Moreover, value-added experience includes some sub-themes such as a memorable experience, authentic experience and culture learning experience. Originality/value There are some studies on Turkish coffee and Turkish coffee culture in the literature, but there have been no empirical studies investigating the Turkish coffee house experiences of tourists. For this reason, this study aims to examine and understand the experiences of tourists in Turkish coffee houses. Therefore, it is believed that this study will fill the current gap in the literature on tourists’ experiences of Turkish coffee houses.

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