Viewing Student Satisfaction through the Lens of Transformative Learning

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Viewing Student Satisfaction through the Lens
of Transformative Learning

• Ninth Sloan-C International Conference on
  Asynchronous Learning Networks (ALN)
• Arlene H. Morris, MSN, RN
• Debbie Faulk, PhD, RN

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RN to BSN EARN Curriculum

• Curriculum framework
• Web based courses
• Web enhanced courses
• Theoretical underpinnings

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Review of Perspective Transformation Theory

• Adult Learning Theory
• Mezirow, 1978, 1990, 2000
• AUM EARN teaching-learning culture
• Adult learners
• Respect for experiential learning of licensed
  nurses
• Caring environment
• Trust

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Jack Mezirow, Learning as Transformation

• Basic premise of theory
• Terminology
• Meaning perspective (identifying personal
  valuing)
• Disorienting dilemmas
• Support through stage of Dissonance
• Emancipatory learning

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Beginning research

• Longitudinal
• Qualitative
• Comparing initial, mid-curricular, end of
  curricular, and post graduation attainment of
  professional values

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Planned Learning Activities

• Used in web based and web enhanced courses
• Sequential disorienting dilemmas
• 1st semesterdetermine meaning perspective by
  value clarification beginning philosophy and
  portfolio to identify disorienting dilemmas and
  emancipatory effect on student learning
• Physical assessment discussion groups
• Cyberspace clinical journal

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• 2nd semester
• Organizational analysispromotes perspective from
  other side
• Portfolio continues
• Video interview of emancipatory effects of
  curriculum to date

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• 3rd semester
• End of curriculum philosophy paper in
  web-enhanced course
• Identify philosophy at end of curriculum, compare
  with initial autobiography, and identify
  emancipatory learning
• Completed portfolio
• Document attainment of nursing curricular
  outcomes

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Addressing the woes of the online learning
environment

• Limited faculty-to-student interactions
• Orientation meeting as get to know and promote
  trust time
• Limited student-to-student interactions
• Who are you?
• Orientation with student introductions for
  bonding time
• So you want to be in pictures?
• Now, what was that you said?
• Written messages lack non-verbal cues to meanings

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Enhancing personal identity in online class
environment

• Student photos
• Web page
• Nursing autobiography
• Discussed in one of classroom meeting sessions
• Discussion groups
• Open-ended prompts to promote self-disclosure and
  reflection on personal values

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Techniques to identify student needs in an online
course

• Alexander G. Bells method now seems outdated
• Faculty home and office numbers given to students
• Asynchronous needs of varying schedules
• Email function for private instructor contact
• Web CT or personal email
• Response time expectation
• Student1 hour
• Faculty--within 2-3 days

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Techniques to identify individual student needs,
continued

• Asynchronous discussion postings allow evaluation
  of both individuals posting and feedback
  response to other students
• Sequential assignment due dates for modules
  requirements may alert faculty to student needs
  early in semester
• Quizzes are structured more for content mastery
  than evaluation

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Methods to track personal progress toward
achieving course outcomes

• Discussion groups
• Asynchronous
• Public policy course
• Advanced health assessment
• Online paper submission
• Health history
• Cyberspace clinical journal
• Stimulating emancipatory learning
• BSN program clinical journaling
• Identifying disorienting dilemmas in first real
  world experience

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Tracking Student Satisfaction

• Classroom meeting minute papers
• Attainment of course learning goals
• Online course evaluations at end of each term
• Mid-curricular video taped interview
• Students identify progress, and also areas in
  which they desire emphasis
• Learning activity evaluations at post graduation

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Examples from online courses

• Discussion postings during first weeks

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Student survey responses

• Professional value of caring
• Cultural assessment and spiritual assessment
  were tools first introduced to me in the EARN
  program.
• Professional value of autonomy
• The organizational analysis is one of the best
  learning activities to synthesize the inner
  workings of a total facility

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Student survey responses

• Professional Role
• Nurse educator Working in genetics and birth
  defect surveillance, I remember from classes to
  use the holistic approach when teaching.
• Member of a Profession The Political Assessment
  helped me examine more about legal and ethical
  issues, and importance of nurses participating in
  political responsibility of our profession. I
  joined ASNA and voted recently, and participate
  in workshops and continuing education.

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Student survey responses

• The perspective transformation paper allowed for
  a slow transformation of thoughts, beliefs,
  myths, strongholds to be openly acknowledged
  individually and shared with a group of peopleto
  collectively work on as a group.

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Student survey results

• Our discussion on Web CT really allowed for open
  debate, disagreements, and collective
  understanding of many touchy subjects. This was
  one of the most usefulbecause it allowed us to
  vent amongst our colleagues, support or refute
  each others remarks and develop a professional
  respect for others opinions.

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Research

• Preliminary results
• Students state appreciation for knowledge of a
  theoretical base for their learning
• Students get more excited than distressed when
  identifying a disorienting dilemma
• Students share examples of personal emancipatory
  learning with peers and faculty
• Curricular outcome attainment clearly identified
• Post graduation professional changes noted

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Conclusion

• Perspective Transformation Learning Theory as
  theoretical basis for curriculum
• On-line application of the theory through
  planned, sequential learning activities
• Student responses to assess satisfaction
• Research continues.

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• Any questions or comments?
• Thank you for participating!