Applicability of Transformative Learning Theory in E-Health Teaching

2010 ◽  
pp. 374-385 ◽  
Author(s):  
Sisira Edirippulige ◽  
Rohana Marasinghe
Keyword(s):  
Transformative Learning ◽  
Information And Communication Technologies ◽  
Learning Theory ◽  
Cost Savings ◽  
Frames Of Reference ◽  
Transformative Learning Theory ◽  
Health Demands ◽  
Existing Frames ◽  
Main Barrier ◽  
Health Teaching

The use of information and communication technologies (ICT) in health/medical practices is widely known as e-Health. Evidence suggests that the use of e-Health offers new opportunities for effective clinical practices, time and cost savings for patients, doctors and health services. However, the lack of appropriate education and training opportunities is considered to be a main barrier to provide necessary knowledge and skills in e-Health. Practice of e-Health demands rethink of the existing frames of reference and the adoption of new frames of reference in health and medical practice. Resistance to such change is an obvious challenge. Carefully designed education programs are the key to address this challenge. This chapter shares the experience of adopting key tenets of transformative learning theory in designing, developing and delivering e-Health teaching at the University of Queensland Centre for Online Health in Australia.

scholarly journals Inner Landscapes: Transformative Learning Experiences of Canadian Education Interns in Greece

in education ◽  
2015 ◽  
Vol 21 (1) ◽  
pp. 115-136
Author(s):  
Eleoussa Polyzoi ◽  
Karen Magro
Keyword(s):  
Preservice Teachers ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cultural Context ◽  
Teaching And Learning ◽  
Frames Of Reference ◽  
Transformative Learning Theory ◽  
New School ◽  
Canadian Education ◽  
Internship Experience

This exploratory study uses transformative learning theory as a lens to interpret and understand the challenges and successes experienced by education students who elect to teach or intern abroad. Transformative learning is a deeper-level learning that challenges learners to understand themselves and their world in new, more nuanced ways. We explore frames of teaching and learning from multiple lenses. Elements of the educational internship experience that emerged from students who participated in this study include initial apprehension, disbelief, and even fear; a disorienting dilemma or incongruent experience within the new school cultural context; a re-evaluation of their frames of reference, and a final emergence of more integrative, inclusive senses of self as “teacher” and “learner.” Transformative learning theory can serve both as a conceptual framework for understanding the experiences of students and as a means of suggesting ways in which educational outcomes can be better designed with a transformative intent in mind. We then present implications for teaching and learning and suggestions for future studies.            Keywords: international experience; preservice teachers; internship; transformative learning; frames of reference

scholarly journals Reflections on Palliative Care, Transformative Education and Mezirow's Transformative Learning Theory

2018 ◽  
Vol 19 (3) ◽  
Author(s):  
Laura Campbell ◽  
Petra Brysiewicz
Keyword(s):  
Palliative Care ◽  
Transformative Learning ◽  
Learning Theory ◽  
Frame Of Reference ◽  
Transformative Education ◽  
Frames Of Reference ◽  
Care Practice ◽  
Transformative Learning Theory ◽  
Rich Data ◽  
And Shifts

In transformative education, learners are supported to look beyond their own frame of reference to accommodate an alternative. Mezirow’s Transformative Learning Theory (MTLT) proposes that transformative education occurs following an emotional event—a disorientating dilemma. This study aimed to review whether palliative care could be useful in fostering transformative education, and reflected on two questions, a) do shifts in frames of reference occur after disorientating dilemmas, and b) is it useful to see multiple frames of reference? Participants were three nurses and a doctor who were selected as an information-rich data source. A narrative method was employed in which participants were requested in interviews to describe their work in palliative care. Interviews were analysed inductively around the study questions. Participants described usefulness in seeing the perspectives of their patients and shifts in their frame of reference that occurred following disorientating dilemmas. The disorientating dilemmas were around caring for the dying and around changing roles from curative to palliative. However, data revealed complexities around MTLT in that a disorientating dilemma did not always result in a shift of frame of reference and seeing differing frames of reference could lead to complications in care. It is recommended that further study be carried out into MTLT and in particular into associations between disorientating dilemmas and shifts in frames of reference in palliative care practice. Studying palliative care education and training alongside palliative care practice would also enrich knowledge of transformative education.

M-Health Technology as a Transforming Force for Population Health

2014 ◽  
pp. 256-262 ◽  
Author(s):  
Florence F. Folami
Keyword(s):  
Population Health ◽  
Information And Communication Technologies ◽  
Mobile Health ◽  
Healthcare Providers ◽  
Data Communication ◽  
Health Technology ◽  
Base Stations ◽  
Frames Of Reference ◽  
Existing Frames ◽  
Main Barrier

Information and communication technologies in health practices are known as mobile health. Mobile health (m-Health) is the use of portable electronic devices for mobile voice or data communication over a cellular or other wireless network of base stations to provide health information. Evidence suggests that the use of m-health offers new opportunities for population health. However, resistance to m-health among health professionals is considered to be a main barrier. Evidence shows that m-Health technology would grant patients the long-term support needed during treatment without jeopardizing patient autonomy. The practice of m-health requires a rethinking of the existing frames of reference and adoption of new frames of reference in health practice. This chapter is a descriptive study in which a quantitative technique was used to collect data. The study shows the potential scale and impact of m-health in accelerating the rate of patient education. Healthcare providers can maximize the benefits of electronic tools by educating themselves to better understand the potential uses, challenges, and benefits.

Transformative Learning in an Online Environment

2010 ◽  
Vol 1 (2) ◽  
pp. 1-9 ◽  
Author(s):  
Patricia Cranton
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Online Teaching ◽  
Transformative Learning Theory ◽  
Online Environment

The purpose of this article is to explore the potential for fostering transformative learning in an online environment. It provides an overview of transformative learning theory, including the variety of perspectives on the theory that have evolved as the theory matured. Strategies and practices for fostering transformative learning are presented, followed by a description of the online environment and how strategies for encouraging transformative learning might be carried into that environment. Students’ voices are brought in to corroborate and to question the importance of these strategies. The article concludes with a discussion of how an educator’s style and strengths can be brought into online teaching, especially with a view to helping learners examine their meaning perspectives.

Exploring Transformative Learning at the Cultural Interface: Insights From Successful Aboriginal University Students

2018 ◽  
Vol 49 (1) ◽  
pp. 2-13
Author(s):  
Braden Hill ◽  
Grantley Winmar ◽  
Jenna Woods
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Adult And Continuing Education ◽  
Emotional Challenges ◽  
Education Theory ◽  
Cultural Interface ◽  
Transformative Impact ◽  
Adult And Continuing ◽  
Western Australian

Transformative learning theory articulates a process whereby students experience a change in perspectives that expands and transforms their worldview. Despite being well established and regarded within the literature relating to adult and continuing education, Mezirow's (1978) seminal education theory remains largely absent in the research relating to Indigenous higher education. This study explores the transformative impact of university learning on the student journeys of three Aboriginal graduates from a Western Australian university. Applying a collaborative auto-ethnographic approach, each author-participant's personal narrative of their student experience was exposed to comparative, thematic and critical analysis. It was found that each author had faced similar cognitive and emotional challenges at university. Significantly, it emerged that university had changed the author-participants’ identities in ways that aligned with Mezirow's transformative learning construct. The narrative data also revealed elements that appeared related to the students’ negotiation of Nakata's cultural interface. A dominant theme in the data referred to the relationships formed during university, as being integral to transformation. Furthermore, family was understood to have a paradoxical influence on their educational journey. The insights garnered from this study prompt further consideration as to how transformative learning theory might be mobilised at the cultural interface.

Risky Media

2013 ◽  
pp. 286-304
Author(s):  
Matthew J. Kruger-Ross ◽  
Tricia M. Farwell
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Transformative Learning Theory ◽  
Technology In Education ◽  
Technology In The Classroom ◽  
Assessment Technology

This chapter seeks to critically examine and question common assumptions underpinning educators’ use and incorporation of technology in the classroom. Drawing upon transformative learning theory, the authors argue that incorporating technology in education cannot and should not be done without first questioning assumptions regarding power, teaching, and assessment. Technology is transforming education in expected ways, but can also transform education in unexpected, unexplored ways. Educators need to move beyond the quick fix of bulleted lists to explore the implications of technology in the classroom more fully.

Learning Outcomes in Online Graduate Education Courses

2010 ◽  
pp. 89-96
Author(s):  
Greg Kearsley
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Critical Analysis ◽  
Online Courses ◽  
Discussion Forum ◽  
Transformative Learning Theory ◽  
Online Classes ◽  
Graduate Courses ◽  
High Degree ◽  
Education Courses

This chapter examines the relevance of transformative learning theory as it applies to online graduate courses. It is argued that the nature of learning that occurs in such courses involves a high degree of reflection and critical analysis and hence is well described by transformative theory. Discussion forum postings from 3 different courses at different institutions are analyzed in terms of the meaning structures defined by Mezirow. The results support the assertion that meaning schema and perspectives are being created and changed as a consequence of interaction with peers and instructors during online classes. A number of suggestions for refining the study of transformative learning in online courses are provided.

scholarly journals Transformative teaching in Higher Education for Sustainable Development: facing the challenges

2019 ◽  
Vol 28 (3) ◽  
pp. 324-326 ◽  
Author(s):  
Ruth Förster ◽  
Anne B. Zimmermann ◽  
Clemens Mader
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Transformative Learning ◽  
Learning Theory ◽  
Tertiary Education ◽  
Schematic Model ◽  
Transformative Learning Theory ◽  
Transformative Teaching ◽  
Major Teaching ◽  
Teaching In Higher Education

Are teachers ready to support sustainability transformations in tertiary education? We frame major teaching challenges within transformative learning theory and offer a schematic model of transformative learning including liminality and emotions.

Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

2020 ◽  
Vol 24 (5) ◽  
pp. 535-554
Author(s):  
Agnieszka Chwialkowska
Keyword(s):  
Study Abroad ◽  
Transformative Learning ◽  
Learning Theory ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Transformative Learning Theory ◽  
Study Abroad Programs ◽  
Exchange Programs ◽  
Exchange Study ◽  
Travel Abroad

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

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