| Sumario: | This paper investigates the impact of communication educators' teaching practices on student transformation and growth in asynchronous online communication courses. The literature focuses on high-impact practices, self-transformation in higher education, and Experiential Learning Theory. Qualitative interview data, collected from metropolitan university students using a narrative inquiry approach, suggests that when educators incorporate active experimentation and concrete experience in asynchronous online communication classrooms, students are more likely to perceive they have experienced transformational learning, which students conceptualize as good for their individual personal growth and for changing their perspective, despite requiring them to step out of their comfort zone. Future research should focus on the impacts of incorporating service-learning, reflective writing assignments, and group work into the online learning environment to help ignite transformations and growth within classes in other disciplines.
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