Transformative Experiences of Teachers Earning Distance Graduate Degrees PROCEEDINGS
Susan Santo, Technology for Training & Development, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Phoenix, Arizona, USA ISBN 978-1-880094-50-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study uses a case study approach to tell the story of four graduate students within a cohort of learners who were earning graduate degrees in technology for education and training by distance. The students were practicing teachers in the Dakota Interactive Academic Link (DIAL) consortium. Courses were offered by the University of South Dakota using videoconferencing through the statewide Digital Distance Network (DDN) and WebCT discussions. The study was based on Mezirow's theory of transformative learning, which suggests that adult learners may experience a transformational experience. Results showed that the four study participants did indicate a transformation in their way of thinking about learning and about themselves. Conducting longitudinal studies in which adults are studied throughout their graduate school experience is recommended.
Santo, S. (2003). Transformative Experiences of Teachers Earning Distance Graduate Degrees. In A. Rossett (Ed.), Proceedings of E-Learn 2003--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1764-1767). Phoenix, Arizona, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 25, 2017 from https://www.learntechlib.org/p/12217/.
© 2003 AACE