Stepping outside of comfort zones: Transformational learning in online asynchronous communication courses.
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...
| Publicado en: | Atlantic Journal of Communication Vol. 32; no. 1; pp. 31 - 49 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=174685116&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 174685116 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 15456870 U8J jtl: Atlantic Journal of Communication issn: 15456870 maglogo: Y pubinfo: dt: 2024 vid: 32 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 174685116 10.1080/15456870.2023.2224484 ppf: 31 ppct: 18 formats: fmt: – @attributes: type: T – @attributes: type: P size: 476KB tig: atl: Stepping outside of comfort zones: Transformational learning in online asynchronous communication courses. aug: au: Spadaro, Alex Doyle, Desiree Chatham-Carpenter, April affil: Department of Communication & Language, University of Arkansas at Pulaski Tech, Little Rock, Arkansas, USA Department of Applied Communication, University of Arkansas at Little Rock, Little Rock, Arkansas, USA su: Service learning Transformative learning Online education Asynchronous learning Kolb's Experiential Learning theory Educators sug: subj: Service learning Transformative learning Online education Asynchronous learning Kolb's Experiential Learning theory Educators ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Atlantic Journal of Communication is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Atlantic Journal of Communication holder: Taylor & Francis Ltd dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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