Abstract:

Models of transformative learning emphasize the importance of self-construction in the learning process and content. Although opportunities for such self-construction may be prevelant in an adult's life, transformative learning, in which the individual questions existing frames of thought and emotions, is not a frequent occurence. While some preliminary research has explored the physical and face-to-face social conditions for such learning, there has been little consideration of what, if any, technology-based social conditions enhance or hinder such learning.

The present study provides an initial exploration of this topic through an investigation of the experiences of students and faculty in undergraduate and graduate (doctoral) degree programs based at a United States University, delivered through a brief, intensive residency coupled with a variety of web-based interactive capabilities. The findings suggest technologies and conditions for further exploration.

Keywords:

Transformative learning, technology in learning.