or 'How I spent my sabbatical'
Preview of Coming Attractions!
 Or why you might care
 Cooperative Research-FRG
 Virtual Groups-national & international
 Virtual Conference Presentations
 DL Tools: Yahoo groups; G+; Gmail IM & Video Conf.
 Conference Call.com; Google Docs; Google Drive;
Drop Box;
 Group Roles: PM, Editor; Lit Review; Field Leader;
Research PM
Caveats
 I am here to share my research with the DL committee
 My role is not to debate DL; or …
 Answer questions
 If you do have questions, y0u can email me
Factors Contributing to Transformative Learning in Online Courses
The impact of peer mentors, facilitators, and formative assessment
tools such as Knowledge Checks (KC) addressing the problem of
suboptimal student retention and completion rates in online
graduate courses.
Students’ motivation can be maintained through continuous
connections with at least one instructor and classmate.
Transformative learning is significant to the learning process.
Goal: Identify strategies to improve retention,
completion rates, and graduation percentages for online
graduate doctoral students.
Title: A Phenomenological Exploration of How Mediation Models of
Transformative Learning (WICS, SCM) Affect Student Retention in an
Online University.
Are mediation models of transformative learning
(WICS, SCM) effective in increasing student retention
in an online university?
Using Google +
Virtual Research Team Roles
 Research Head and Team Leader
 Editor
 Conference Planner
 Researchers
 Literature Review Team
 Methodology team
 Text Sections Group
Problem
Online learners do not always achieve the goal of
enhancing their ethical leadership skill
Cause: Lack of engagement in the classroom.
Transformative learning, as a mediation model, may
increase ambient intelligence (Aml) and learner
engagement, and could ameliorate low retention rates
and drop out problems (Mezirow, 1990).
What is in the Literature?
Transformative learning is significant to the learning
process.
Mediation Models (WICS, SCM) address different
learning styles and to facilitate - via effective mediators
(facilitators, peers) - scaffolding of existing meaning
structures, habitual ways of thinking, and
perspectives.
Ambient Intelligence (such as “Knowledge Check”)
provides an optimal individualized learning
experience for every student and serves as a tool for
effective mediation.
Theoretical Framework
Mediation Models: WICS/SCM/ZPD
 Reuven Feuerstein’s SCM (Theory of Structural
Cognitive Modifiability)
 Robert Sternberg’s WICS (*Wisdom, Intelligence, and
Creativity Synthesized)
 Lev Vygotsky’s ZPD (Zone of Proximal Development)
Method
 Qualitative:
 Phenomenological
 Population: Online Faculty & Online Students
To explore the perceived role of peer mentors, facilitators, and
formative assessment tools (KC) on retention and completion rates .
To assess what works from a technological perspective as measured by
the potential for improved retention, completion rates and the
graduation percentages.
Pilot Study-Faculty in NC workshops. NVivo with comments
Study: Faculty and Students in NC using peer mentoring; constant
feedback; digital diaries; TL practices. Perceived difference in
motivation. Measure: dropout, retention and graduation rates.
Theoretical Framework
The following graphic provides visualization for all the components
of the theoretical framework:
Research Solutions
Integration of mediation models (WICS, SCM) and
ambient intelligence tools (eg. KC):
- •Fosters transformational learning (*the new
‘unbundled institutional model’)
- •Connects the online student to faculty members and
peers
- •Increases retention, completion rate & graduation
percentage.
Results
Application of this model:
•Improves the nature of student’s transformative
learning experience and online leadership education.
•Demonstrate the effectiveness of mediation models
and ambient learning tools.
•Identifies problems (retention) and enhances ethical
leadership skills in online students
Research Questions
Main- Research Question
 How might the further inclusion of peer mentors and formative
assessment tools (KC) affect students' lived transformative learning
experiences?
Sub-Research Questions
 How do educators establish empathic relationships with students?
 How can new experiences that lead to transformative learning be
encouraged? Why do some students revise their perspectives (“desire to
change”) and others not; and what criteria influence this change?
What happened to the research?
 Proposal Accepted
 Proposal Funded
 Published in Conference Proceedings
 Presented at the following conferences to date:
 So Cal Academic Forum- September 2013
 Puerto Vallarta Mexico-October 2013
 Troy NY Academic Conference TBD
 This will be a multi-year study in several phases
Presentations at Conferences
What I learned
 Sabbaticals are an important way to maintain
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academic quality
They are not something you should do on your own
They revitalize your teaching; invigorating
Research Collaboration is something that works
Virtual groups can be successful
DL work requires many tools; specialized training and
frequent communication with students
The LMS must work!
Roll Credits-Thanks to:
 AFT and my Faculty Colleagues
 Academic Affairs Assoc. Provost
 Terrie Forte
 Joe DeFazio
 Provost;
 SRC staff
 The Faculty Research Group
Conclusions
 This is the research I did on my sabbatical which was presented at 3
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conferences, published in the journal listed and featured in the Social
Science Research Network (database). My Cambridge College
affiliation is listed in the article as well as the database.
Richard E. Turner, Ph.D., Professor, Cambridge College, Springfield
Regional Center, Springfield, MA.
Title: Factors Contributing to Transformative Learning in Online
Learning Environments.
Authors: Adolph, Amy; Underdahl, Louise; Weinbaum, Elizabeth;
Turner, Richard; Kass, Mark; Priest, Loraine and Johnson-Lutz, Hilary.
Publication: The Exchange, Vol. 2, No. 2, December 2013.
Database: Social Sciences Research Network
Abstract
 Abstract:
 Factors Contributing to Transformative Learning in Online Learning
Environments.
 This research study explores the role of mediation in enhancing transformative
learning and in fostering an integrative vision for higher online education. The
study also focuses on the potential impact of peer mentors, facilitators, and
formative assessment tools (such as Knowledge Checks) in online graduate
courses. Retention needs of Institutions of Higher Education are served best
when students’ motivation can be maintained through continuous connections
with at least one instructor and/or classmate. Empirical studies indicate that
transformative learning is significant to the learning process. Research suggests
that ambient intelligence (Aml) enhanced by trained, experienced and effective
faculty may foster transformative learning and deepen the relationship
between chair, committee members, faculty members and peers. For the
purpose of this study, the perception of online faculty on the potential of Aml
and effective mediation (WICS, SCN) as a vision of 21st century online learning
environments will be explored.
Abstract Continued
 Insights gained from this study may explain some of
the needs and attitudes of online doctoral students
and may help online colleges and universities in
identifying strategies that can address them.
Application of this model may improve doctoral
students’ transformative learning experience in online
graduate classes.
 Keywords: Ambient intelligence, Transformative
learning, WICS, SCM, 21st century learning,
Personalized classroom, Retention, Completion Rates
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