ERIC Number: EJ1081783
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Reference Count: 28
Increments of Transformation from Midnight to Daylight: How a Professor and Four Undergraduate Students Experienced an Original Philosophy of Teaching and Learning in Two Online Courses
Arroyo, Andrew T.; Kidd, Angel R.; Burns, Susan M.; Cruz, Ivan J.; Lawrence-Lamb, Judy E.
Journal of Transformative Education, v13 n4 p341-365 Oct 2015
Drawing from the qualitative tradition of narrative inquiry, and situated in an online learning environment at a historically Black college or university, this study explores the potential transformative impact of an original teaching philosophy from the perspectives of a tenure-track assistant professor and four former, nontraditional undergraduate students of age 28-62. We use our experiences to investigate (a) how we made practical meaning of the teaching philosophy? (b) what we learned about ourselves? and ultimately (c) whether we might have been (trans)formed in the process? When analyzed through the framework of Jack Mezirow's theory of transformative learning, our narratives offer evidence of transformative learning that is at least incremental in nature.
Descriptors: Online Courses, College Faculty, Undergraduate Students, Educational Philosophy, Qualitative Research, Black Colleges, Nontraditional Students, Transformative Learning, Learning Experience, Personal Narratives
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Virginia