166
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

Stepping outside of comfort zones: Transformational learning in online asynchronous communication courses

, &

References

  • Boyer, N. R., Maher, P. A., & Kirkman, S. (2006). Transformative learning in online settings: The use of self-direction, metacognition, and collaborative learning. Journal of Transformative Education, 4(4), 335–361. doi:10.1177/1541344606295318
  • Britton, C., & Baxter, A. (1999). Becoming a mature student: Gendered narratives of the self. Gender & Education, 11(2), 179–193. doi:10.1080/09540259920681
  • Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. Association for the Advancement of Computing in Education, 16, 137–159. https://www.learntechlib.org/primary/p/24286/
  • Chatham-Carpenter, A., & Spadaro, A. (2019). Growing pains: Faculty challenges and triumphs in moving a communication program online. Journal of Educators Online, 16(2). doi:10.9743/JEO.2019.16.2.14
  • Conefrey, T., & Smyth, D. S. (2021). High-impact practices for transforming online learning. Journal of Higher Education Theory and Practice, 21(6), 79–91. http://www.digitalcommons.www.na-businesspress.com/JHETP/JHETP21-6/7_ConefreyFinal.pdf
  • Edele, N. F. (2022). “This class is not just a class. It really is a community”: The potential of online forums as high-impact practices and sites of agile teaching and learning. Ubiquitous Learning, 15(2), 55–68. doi:10.18848/1835-9795/CGP/v15i02/55-68
  • Eynon, B., Gambino, L. M., & Kuh, G. D. (2017). High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning. Stylus Publishing, LLC.
  • Fisher, W. R. (1984). Narration as a human communication paradigm: The case of public moral argument. Communication Monographs, 51(1), 1–22. doi:10.1080/03637758409390180
  • Gimpel, G. (2022). Bringing face-to-face engagement to online classes: Developing a high-presence online teaching model. Journal of the Scholarship of Teaching & Learning, 22(4), 32–49. doi:10.14434/josotl.v22i4.32702
  • Glazier, R. A. (2021). Connecting in the online classroom: Building rapport between teachers and students. Baltimore, MD: Johns Hopkins University Press.
  • Huber, A. A. (2020). Wunderkammer as critical communication pedagogy: Collaboratively documenting pedagogical labor in a cabinet of curiosities. Communication Teacher, 34(3), 216–223. doi:10.1080/17404622.2019.1673455
  • Johnson, S. R., & Stage, F. K. (2018). Academic engagement and student success: Do high-impact practices mean higher graduation rates? The Journal of Higher Education, 89(5), 753–781. doi:10.1080/00221546.2018.1441107
  • Kahl, D., & Venette, S. (2010). To lecture or let go: A comparative analysis of student speech outlines from teacher-centered and learner-centered classrooms. Communication Teacher, 24(3), 178–186. doi:10.1080/17404622.2010.490232
  • Kaufmann, R., Sellnow, D. D., & Frisby, B. N. (2016). The development and validation of the online learning climate scale (OLCS). Communication Education, 65(3), 307–321. doi:10.1080/03634523.2015.1101778
  • Kayler, M., & Weller, K. (2007). Pedagogy, self-assessment, and online discussion groups. Journal of Educational Technology & Society, 10(1), 136–147. https://www.jstor.org/stable/jeductechsoci.
  • Kelly, S., & Claus, C. J. (2015). Practicing nonverbal awareness in the asynchronous online classroom. Communication Teacher, 29(1), 37–41. doi:10.1080/17404622.2014.985597
  • Kilgard, A. K. (2009). College: A paradigm for performance studies. Liminalities, 5(1), 1–19. http://liminalities.net/5-3/collage.pdf
  • Kilgo, C., Ezell Sheets, J., & Pascarella, E. (2015). The link between high-impact practices and student learning: Some longitudinal evidence. Higher Education, 69(4), 509–525. doi:10.1007/s10734-014-9788-z
  • Kim, J., Song, H., & Luo, W. (2016). Broadening the understanding of social presence: Implications and contributions to the mediated communication and online education. Computers in Human Behavior, 65, 672–679. doi:10.1016/j.chb.2016.07.009
  • Kleinman, S. (2005). Strategies for encouraging active learning, interaction, and academic integrity in online courses. Communication Teacher, 19(1), 13–18. doi:10.1080/1740462042000339212
  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (1st ed.). Upper Saddle River, NJ: Prentice-Hall.
  • Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (2nd ed.). Upper Saddle River, NJ: Pearson.
  • Kolb, A., Kolb, D., Passarelli, A., & Sharma, G. (2014). On becoming an experiential educator: The educator role profile. Simulation & Gaming, 45(2), 204–234. doi:10.1177/1046878114534383
  • Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
  • Kuh, G. D., & O’Donnell, K. (2013). Ensuring quality & taking high-impact practices to scale. Washington, DC: Association of American Colleges and Universities.
  • Linder, K. E., & Hayes, C. M. (Eds.). (2018). High-impact practices in online education: Research and best practices. Sterling, VA: Stylus Publishing.
  • Lowenthal, P. R. (2010). The evolution and influence of social presence theory on online learning. In S. Dasgupta (Ed.), Social computing: Concepts, methodologies, tools, and applications (pp. 113–128). IGI Global. doi:10.4018/978-1-60566-984-7.ch010
  • Maiese, M. (2017). Transformative learning, enactivism, and affectivity. Studies in Philosophy and Education, 36(2), 197–216. doi:10.1007/s11217-015-9506-z
  • Manstead, A. S. R., Lea, M., & Goh, J. (2011). Facing the future: Emotion communication and the presence of others in the age of video-mediated communication. In A. Kappa & N. C. Kramer (Eds.), Face-to-face communication over the internet: Emotions in a web of culture, language, and technology (pp. 17–38). Cambridge, England: Cambridge University Press.
  • McIntyre, K. A., & Sellnow, D. D. (2014). A little bit can go a long way: An examination of required service in the basic communication course. Communication Teacher, 28(1), 57–73. doi:10.1080/17404622.2013.843012
  • Miller, A. L., Rocconi, L. M., & Dumford, A. D. (2018). Focus on the finish line: Does high-impact practice participation influence career plans and early job attainment? Higher Education, 75(3), 489–506. doi:10.1007/s10734-017-0151-z
  • Miller, A. N., Sellnow, D. D., & Strawser, M. G. (2021). Pandemic pedagogy challenges and opportunities: Instruction communication in remote, HyFlex, and BlendFlex courses. Communication Education, 70(2), 202–204. doi:10.1080/03634523.2020.1857418
  • Morreale, S. P., Thorpe, J., & Westwick, J. N. (2020). Online teaching: Challenge or opportunity for communication education scholars? Communication Education, 70(1), 117–119. doi:10.1080/03634523.2020.1811360
  • Morreale, S. P., Valenzano, J. M., & Bauer, J. A. (2016). Why communication education is important: A third study on the centrality of the discipline’s content and pedagogy. Communication Education, 66(4), 402–422. doi:10.1080/03634523.2016.1265136
  • Morreale, S. P., Worley, D. W., & Hugenberg, B. (2010). The basic communication course at two- and four-year U.S. colleges and universities: Study VIII—The 40th anniversary. Communication Education, 59(4), 405–430. doi:10.1080/03634521003637124
  • Nichols, M., Choudhary, N., & Standring, D. (2020). Exploring transformative learning in vocational online and distance education. Journal of Open, Flexible, and Distance Learning, 24(2), 43–55. https://files.eric.ed.gov/fulltext/EJ1280740.pdf
  • O’Shea, S., & Stone, C. (2011). Transformations and self-discovery: Mature-age women’s reflections on returning to university study. Studies in Continuing Education, 33(3), 273–288. doi:10.1080/0158037X.2011.565046
  • O’Sullivan, E., Morrell, A., O’Connor, M., O’Sullivan, E., Morrell, A., & O’Connor, M. A. (2002). Expanding the boundaries of transformative learning: Essays on theory and praxis. Palgrave Press. doi:10.1007/978-1-349-63550-4
  • Pourghaznein, T., Sabeghi, H., & Shariatinejad, K. (2015). Effects of e-learning, lectures, and role playing on nursing students’ knowledge acquisition, retention and satisfaction. Medical Journal of the Islamic Republic of Iran, 29, 1–7. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4431360/
  • Sandeen, C. (2012). High-impact educational practices: What we can learn from the traditional undergraduate setting. Continuing Higher Education Review, 76, 81–89. https://files.eric.ed.gov/fulltext/EJ1000654.pdf
  • Sellnow-Richmond, D., Strawser, M. G., & Sellnow, D. D. (2020). Student perceptions of teaching effectiveness and learning achievement: A comparative examination of online and hybrid course delivery format. Communication Teacher, 34(3), 248–263. doi:10.1080/17404622.2019.1673456
  • Springer, J. T., Hatcher, J., & Powell, A. (2018). High‐impact practices: The call for a commitment to quality educational experiences and inclusive excellence. Assessment Update, 30(4), 6–11. doi:10.1002/au.30141
  • Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage Publications.
  • Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9, 115–136. http://www.rasmusmoelbak.mono.net/upl/website/andet-p-omrdet/10.1.1.102.5653.pdf
  • Tracy, S. J. (2020). Qualitative research methods: Collecting evidence, crafting analysis, communicating impact (2nd ed.). Hoboken, NJ: Wiley Blackwell.
  • Yuan, J., & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220–232. doi:10.1111/jcal.12042
  • Yuzer, V., Kurubacak, G., Yuzer, T. V., & Kurubacak, G. (2010). Transformative learning and online education: Aesthetics, dimensions and concepts. Information Science References. doi:10.4018/978-1-61520-985-9
  • Zhao, Y., Wang, A., & Sun, Y. (2020). Technological environment, virtual experience, and MOOC continuance: A stimulus–organism–response perspective. Computers & Education, 144, 103721. doi:10.1016/j.compedu.2019.103721

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.