Viewing Student Satisfaction through the Lens of Transformative Learning

1. Viewing Student Satisfaction through the Lens of Transformative Learning Ninth Sloan-C International Conference on Asynchronous Learning Networks (ALN) Arlene H. Morris, MSN, RN Debbie Faulk, PhD, RN

2. RN to BSN EARN Curriculum • Curriculum framework • Web based courses • Web enhanced courses • Theoretical underpinnings

3. Review of Perspective Transformation Theory • Adult Learning Theory • Mezirow, 1978, 1990, 2000 • AUM EARN teaching-learning culture • Adult learners • Respect for experiential learning of licensed nurses • Caring environment • Trust

4. Jack Mezirow, Learning as Transformation • Basic premise of theory • Terminology • Meaning perspective (identifying personal valuing) • Disorienting dilemmas • Support through stage of Dissonance • Emancipatory learning

5. Beginning research • Longitudinal • Qualitative • Comparing initial, mid-curricular, end of curricular, and post graduation attainment of professional values

6. Planned Learning Activities • Used in web based and web enhanced courses: • Sequential disorienting dilemmas • 1st semester—determine meaning perspective by value clarification; beginning philosophy and portfolio to identify disorienting dilemmas and emancipatory effect on student learning • Physical assessment discussion groups • Cyberspace clinical journal

7. 2nd semester • Organizational analysis—promotes perspective from “other side” • Portfolio continues • Video interview of emancipatory effects of curriculum to date

8. 3rd semester • End of curriculum philosophy paper in web-enhanced course • Identify philosophy at end of curriculum, compare with initial autobiography, and identify emancipatory learning • Completed portfolio • Document attainment of nursing curricular outcomes

9. Addressing the “woes” of the online learning environment • Limited faculty-to-student interactions • Orientation meeting as “get to know and promote trust” time • Limited student-to-student interactions • “Who are you?” • Orientation with student introductions for “bonding time” • “So you want to be in pictures?” • “Now, what was that you said?” • Written messages lack non-verbal cues to meanings

10. Enhancing personal identity in online class environment • Student photos • Web page • Nursing autobiography • Discussed in one of classroom meeting sessions • Discussion groups • Open-ended prompts to promote self-disclosure and reflection on personal values

11. Techniques to identify student needs in an online course • Alexander G. Bell’s method now seems outdated • Faculty home and office numbers given to students • Asynchronous needs of varying schedules • Email function for private instructor contact • Web CT or personal email • Response time expectation • Student—1 hour • Faculty--within 2-3 days

12. Techniques to identify individual student needs, continued • Asynchronous discussion postings allow evaluation of both individual’s posting and feedback response to other students • Sequential assignment due dates for modules requirements may alert faculty to student needs early in semester • Quizzes are structured more for content mastery than evaluation

13. Methods to track personal progress toward achieving course outcomes • Discussion groups • Asynchronous • Public policy course • Advanced health assessment • Online paper submission • Health history • Cyberspace clinical journal • Stimulating emancipatory learning • BSN program clinical journaling • Identifying disorienting dilemmas in first “real world” experience

14. Tracking Student Satisfaction • Classroom meeting “minute papers” • Attainment of course learning goals • Online course evaluations at end of each term • Mid-curricular video taped interview • Students identify progress, and also areas in which they desire emphasis • Learning activity evaluations at post graduation

15. Examples from online courses • Discussion postings during first weeks

16. Student survey responses • Professional value of caring • “Cultural assessment and spiritual assessment were tools first introduced to me in the EARN program.” • Professional value of autonomy • “The organizational analysis is one of the best learning activities to synthesize the inner workings of a total facility”

17. Student survey responses • Professional Role: • Nurse educator— “Working in genetics and birth defect surveillance, I remember from classes to use the holistic approach when teaching.” • Member of a Profession— “The Political Assessment helped me examine more about legal and ethical issues, and importance of nurses participating in political responsibility of our profession. I joined ASNA and voted recently, and participate in workshops and continuing education.”

18. Student survey responses • “The perspective transformation paper allowed for a slow transformation of thoughts, beliefs, myths, & strongholds to be openly acknowledged individually and shared with a group of people…to collectively work on as a group.”

19. Student survey results • “Our discussion on Web CT really allowed for open debate, disagreements, and collective understanding of many touchy subjects. This was one of the most useful…because it allowed us to vent amongst our colleagues, support or refute each others’ remarks and develop a professional respect for others’ opinions.”

20. Research • Preliminary results • Students state appreciation for knowledge of a theoretical base for their learning • Students get more excited than distressed when identifying a “disorienting dilemma” • Students share examples of personal emancipatory learning with peers and faculty • Curricular outcome attainment clearly identified • Post graduation professional changes noted

21. Conclusion • Perspective Transformation Learning Theory as theoretical basis for curriculum • On-line application of the theory through planned, sequential learning activities • Student responses to assess satisfaction • Research continues….

22. Any questions or comments? • Thank you for participating!