ABSTRACT LARI,POONEH.UnderstandingTeachingExperiences:FacultyTransitionsfrom TraditionaltoOnlineClassrooms.(UnderthedirectionofDr.ColleenAalsburgWiessner.) Thepurposeofthisstudywastodescribethetransitionoffacultymembersfrom traditionaltoonlineenvironmentsandtoexaminetheirassumptionsabouttheirteachingand learninginfacetofaceandonlineenvironments.Inthatitdescribesthetransition experiencesoffacultymembersfromtraditionaltoonlineenvironments,theirteachingand learningassumptionsandpossiblechangesandtransformations,thisstudymayassistthose facultymemberswhohavebeenresistanttotransitioningfromtraditionaltoonline classrooms. Thequestionsguidingthisresearchwere(a)Howdofacultymembersdescribetheir transitionfromteachingfacetofacetoteachinginanonlineenvironment?(b)What personal,professional,pedagogicalorotherassumptionsdofacultymembersholdaboutthe teachingandlearningintraditionalandonlineenvironmentsbeforestartingtheirtransition andhowdothoseassumptionschangeaftertheirtransition?

And(c)Howarethechangesthe facultymembersexperienceastheytransitionfromtraditionaltoonlineenvironments definedalongacontinuuminrelation tochangetheories? Thisqualitativestudyresearchwasconductedasaheuristicmultiplecasestudy, meaningparticipantsatvariouslocationswereinterviewed.Theresultsofthisstudy contributetocreatingabodyofknowledgeusefultoinstitutions,facultymembers,andothers transitioningfromtraditionaltoonlineclassrooms.Itexpandstheonlineteachingliterature regardingwhatteachingandlearningmeanstothefacultymembersandallowsthemto bridgetechnologywithpedagogy.Italsocontributestotheliteraturethatdiscussestherole

ofemotionalintelligenceasfacultymemberstransitionfromtraditionaltoonline environmentandhowemotionsaffectthedecisionmakingprocessinthistransition.This researchalsoaddstothedifferenttypesofpresencethefacultymemberscanhaveonlinethat enablethefacultymemberstobemoreeffectiveinthewaythefacultymembersteach,learn, andinteractwithintheircommunityofpractice.

UnderstandingTeachingExperiences:FacultyTransitionsFromTraditionalToOnline Classrooms

by PoonehLari

AdissertationsubmittedtotheGraduateFacultyof NorthCarolinaStateUniversity Inpartialfulfillmentofthe Requirementsforthedegreeof DoctorofEducation

AdultandCommunityCollegeEducation

Raleigh,NC 2008

APPROVEDBY: _________________________ ColleenA.Wiessner,Ed.D. ChairofAdvisoryCommittee _________________________ JuliaStorbergWalker,Ph.D. CommitteeMember

_________________________ DianeChapman,Ed.D. CommitteeMember

_________________________ DuaneAkroyd,Ph.D. CommitteeMember

ii DEDICATION IdedicatethisdissertationtoMomandDadfortheirguidance,encouragement,and unconditionallovethroughouteverydayofmylifeforallthetimestheytalkedmethrough theroughpatchesorsimplylistenedtomevent,andforallthetimestheycelebratedmy successesasiftheyweregreaterthantheirown.Andherestomybeautifulsisterforher funny,funspirited,andlovingways.Itwaswonderfulbeinginschoolwithyouoncemore, experiencingthegood,thebad,andtheuglytogether. Also,Iwouldliketodedicatethisworkthathasbeenoneofmyclosestcompanions overthepastcoupleofyears,tomyother,morecharmingandlovingcompanion,my husbandAaron.Idedicatethistoyouforallyourlove,support,andcounsel.

iii BIOGRAPHY PoonehLaribeganherhighereducationstudiesatBloomsburgUniversityof PennsylvaniaandattainedanM.S.inInstructionalTechnologyin1999.Afterworkingfor threeyears,shereturnedforthedoctorateinAdultandCommunityCollegeEducationfrom NorthCarolinaStateUniversity.SheiscurrentlyteachingasanadjunctinstructoratNC State.

iv

AKNOWLEDGEMENTS Iwouldnotbeheretoday,writingthisacknowledgement,withoutthepresenceofso manyotherindividualswhohavetouchedmylifeforthebetterovertheyears.Allowmeto startfromthebeginningwithmybestfriendandpartnerincrimeforsomanyyears, Mahnoosh.Ithankyouforthisbeautifulfriendshipandallthememoriesweshare,thegood andthebad. IexpressmygratitudetoDr.MojganRashtchi,withwhomIbeganmyundergraduate careeratAzadUniversity,forhersupportandencouragementwheneverythingwas,well, strange.Asfouryearsofcollegeprovedsomehowinsufficientforme,Istarteduponcemore foramastersdegreeatBloomsburgUniversityundertheguidanceandgenerousassistance ofDr.MehdiRazzaghi,forwhichIwillbeeternallygrateful. MyjourneyatNorthCarolinaStateUniversitybeganwithDr.PaulaBerardinelli.She foundmemyfirstjobatNCSUandencouragedmetoapplytothegraduateprogram.What wouldIhavedonewithouther?Thankyouforeverywordofadvice.AndwhatwouldIhave donewithoutMr.HarlanHammackandhisrecommendationletters?Harlan,Ithankyoufor yoursupportandfriendship. Ithankmycommitteemembers,Drs.DuaneAkroyd,DianeChapman,andJulia StorbergWalker,fortheirfeedbackandsuggestions,whichhavemademeabetter researcher.Ithankthedepartmenthead,Dr.CarolKasworm,fortheremarkableteaching experiencesheprovidedforme.IwouldliketoextendmygratitudetoMs.StacySmithand Mr.DavidHowardforteachingmesomuchwhileIworkedwiththematDELTA.

v Finally,Iwouldliketoexpressmywholeheartedthankfulnessandindebtednessto Dr.ColleenAalsburgWiessner,mymentor,friend,teacher,andchairforhelpingmegetto thispagetoday.

vi TABLEOFCONTENTS LISTOFTABLES............................................................................................................ xii LISTOFFIGURES......................................................................................................... xiii CHAPTER1:INTRODUCTION ........................................................................................1 ResearchQuestions.....................................................................................................1 BackgroundandStatementofProblem...................................................................2 StudentsandEnrollment ............................................................................................3 FacultyMembersandAcademics .............................................................................4 Technology ..................................................................................................................5 PurposeoftheStudy .................................................................................................11 SignificanceofStudy.................................................................................................11 Limitations ...................................................................................................................13 AbouttheRoleoftheResearcher...........................................................................14 Summary ......................................................................................................................16 CHAPTER2:REVIEWOFLITERATURE.....................................................................17 PartI.ComparisonofFacultyMembersTeachingMethodsinFacetoFace andOnlineEnvironments .........................................................................................17 ChangesofFacultyMembersinTransitionfromFacetoFacetoOnline Environments.............................................................................................................18

vii DifferencebetweenFacetoFaceandOnlineEnvironments...........................20 InstructionalDesignRole .....................................................................................21 FacultyMemberRoles..........................................................................................28 CharacteristicsofanOnlineInstructor................................................................30 Summary....................................................................................................................33 PartII.SituatedLearningandCommunitiesofPractice ....................................34 SituatedLearning......................................................................................................35 CommunitiesofPractice ..........................................................................................43 Summary....................................................................................................................48 PartIII.TransformativeLearningTheory...............................................................49 OverviewofTransformativeLearningTheory........................................................50 UnderstandingTransformativeLearningTheory ...................................................51 InfluenceofPauloFreire ......................................................................................51 InfluenceofRogerGould .....................................................................................53 InfluenceofHabermas .........................................................................................53 InfluenceofIlleris ..................................................................................................56 InfluenceofOSullivan..........................................................................................56 RoleofCriticalReflection .....................................................................................57 RoleofMeaningPerspective...............................................................................58 OtherInfluences....................................................................................................61 CritiqueofTransformativeLearningTheory...........................................................62 PerspectivesonTransformativeLearning ..............................................................66

viii Emancipatory.........................................................................................................68 Cognition................................................................................................................68 ConstructivistDevelopmentTheory ....................................................................69 SpiritualityandLearning.......................................................................................71 JungianPerspective..............................................................................................72 IdeologicalPerspective.........................................................................................75 AffectiveandHolisticPerspective .......................................................................75 CosmologicalPerspective....................................................................................76 EmotionalandSocialPerspective.......................................................................77 SocialActionPerspective.....................................................................................79 Dialogical(Discourse)Perspective......................................................................80 CulturalandSocialPerspectives.........................................................................81 EcologicalPerspectiveofPower .........................................................................82 MythopoeticPerspective .....................................................................................83 RelationshipBetweenTransformativeLearningTheoryandOtherAdultlearning Theories,andtheDifferencebetweenTransformationandChange ...................89 RelationshipBetweenTransformativeLearningTheoryandOtherAdult learningTheories ..................................................................................................89 DifferencesbetweenTransformationandChange ..........................................102 Summary..................................................................................................................105 CHAPTER3:METHODOLOGY...................................................................................108 ResearchDesign.......................................................................................................109

ix Qualitativeapproach...............................................................................................110 Casestudyapproach..............................................................................................112 ConceptualFramework ...........................................................................................114 DataCollectionMethods.........................................................................................116 Participants..............................................................................................................116 Interviews.................................................................................................................118 Documents...............................................................................................................119 DataAnalysisMethods............................................................................................120 Transcription............................................................................................................120 Coding......................................................................................................................121 Themes ....................................................................................................................125 EthicalIssues ............................................................................................................126 StrategiesforValidatingFindings ........................................................................127 Triangulation............................................................................................................127 MemberChecking...................................................................................................127 Summary ....................................................................................................................128 CHAPTER4FINDINGS..............................................................................................130 Transitionoffacultymembersfromfacetofacetoonlineenvironments ...130 AdvantagesandDisadvantagesofOnlineandFacetoFaceTeaching ...........132 AdvantagesofFacetoFaceTeaching.............................................................132

x DisadvantagesofFacetoFaceTeaching........................................................134 AdvantagesofOnlineTeaching ........................................................................135 DisadvantagesofOnlineTeaching ...................................................................137 AssumptionsofFacultyMembersaboutTeachingandLearning Environments ............................................................................................................139 Impetusfortransitioningtoonlineenvironment ...................................................141 OnlineExperiences.................................................................................................143 StrengthsandWeaknesses ...................................................................................146 Summary ....................................................................................................................151 CHAPTER5:DISCUSSION..........................................................................................153 Change........................................................................................................................154 TypesofPresenceinOnlineEnvironments........................................................156 ImagesorMetaphors ...............................................................................................167 EmotionsandEmotionalIntelligence ..................................................................173 Summary ....................................................................................................................176 CHAPTER6:IMPLICATIONS,RECOMMENDATIONSANDCONCLUSIONS.....178 Overview.....................................................................................................................178 ImplicationsforPractice .........................................................................................179 ProfessionalPreparation ........................................................................................179 CourseDevelopment ..............................................................................................181

xi ANewElementinCommunitiesofPractice.........................................................185 RecommendationsforFutureResearch..............................................................186 Conclusion.................................................................................................................189 REFERENCES ...............................................................................................................191 APPENDICES.................................................................................................................220 AppendixA ................................................................................................................221 ResearchQuestions ...............................................................................................221 FacultyInterviewquestions....................................................................................221 ColleagueInterviewquestions...............................................................................224 StudentInterviewquestions...................................................................................227 AppendixB ................................................................................................................231 InformedConsentFormforResearch(Colleague) .............................................231 AppendixC ................................................................................................................233 InformedConsentFormforResearch(Faculty) ..................................................233 AppendixD ................................................................................................................235 InformedConsentFormforResearch(Student) .................................................235 AppendixE.................................................................................................................237 InstitutionalReviewBoardfortheUseofHumanSubjectsinResearch...........237

xii LISTOFTABLES Table1Organizingframeworkofvariedtheoreticalviewsoftransformativelearning .........67 Table2Comparisonofcriticalandpostmodernworldviews ................................................94 Table3Communityofinquirycodingscheme...................................................................125 Table4RemindersforplanningandTeachinginanOnlineEnvironment..........................181

xiii LISTOFFIGURES Figure1.TheADDIEmodel(Briggs,1970) ........................................................................23 Figure2.DickandCareydesignmodel(Dick&Carey,1996) ............................................24 Figure3.Conceptualmapoftransformativelearningtheory................................................88 Figure4.Communityofinquiry:elementsofaneducationalexperience(Garrison, Anderson,&Archer,2000) ...............................................................................................124 Figure5.Communityofinquiry:elementsofaneducationalexperience(Garrison, Anderson,&Archer,2000) ...............................................................................................158 Figure6.Larisonlinecommunityofpractice ...................................................................162

1 CHAPTER1:INTRODUCTION Thepurpose ofthefirstchapterofthisstudyistoacquaintthereaderwiththe transitiontrendsindistanceeducationincollegesanduniversitiesandcorrespondingly,with thetransitionofstudentsandfacultymembersfromtraditionaltoonlineenvironments.In a comparativestudy,DabbaghandNannaRitland(2005)describedthedifferencesbetween traditionallearningenvironmentsandwebbasedlearningenvironmentsandarguedthat traditionallearningenvironmentsare(a)boundbylocationandpresenceofinstructorand student,(b)presentedinrealtime,(c)controlledbyaninstructorand(d)arelinearin teachingmethods.Usingevolvingtechnology,asynchronouscommunicationandrealtime information,onlinelearningenvironmentsareunboundanddynamic.McCombs(2000) statesthatinstructionalapproachesarebecomingmorelearnercenteredandarerecursive andnonlinear,engaging,selfdirected,andmeaningfulfromthelearnersperspective (p.1).Theresearchcitedinthisintroductiondescribeswhatthefacultymembersexperience intheirtransitionfromtraditionaltoonlineenvironments,howthefacultymembersperceive thistransition,andarticulatestheirassumptionsaboutteachingandlearning.Thischapter alsoincludesthethreeresearchquestionsalongwiththepurposeandsignificanceofthe study. ResearchQuestions Threequestionsguidedthisresearch: 1. Howdofacultymembersdescribetheirtransitionfromteachingfacetofaceto teachinginanonlineenvironment?

2 2. Whatpersonal,professional,pedagogicalorotherassumptionsdofacultymembers holdaboutteachingandlearningintraditionalandonlineenvironmentsbefore startingtheirtransitionandhowdothoseassumptionschangeaftertheirtransition? 3. Howarethechangesthefacultymembersexperienceastheytransitionfrom traditionaltoonlineenvironmentsdefinedalongacontinuuminrelationtochange theories? BackgroundandStatementofProblem Muchhasbeenwrittenintheliteratureregardingthedevelopmentofdistance educationbothineducationalinstitutionsandinindustry(Dabbagh&NannaRitland,2005). Maguire(2005)statesthatdistanceeducationusedasamediumforteachingandlearninghas growntremendouslyinthepast10yearsasindicatedbythenumberofhighereducation institutionsthatoffercoursesand/orfulldegreeprogramsviadistancelearning.Accordingto theNationalCenterforEducationStatistics(NCES,1999),thenumberofdegreegranting highereducationinstitutionsofferingdistanceeducationcoursesincreasedfrom33percentin 1995to44percentin199798. Vignare(2006)statesthat20percentofallhighereducationstudentsnowtakeonline courses,adramaticincreasefromunderonepercentin1995.Shegoesontosaythatthe Internetandmostof thenewInternetcommunicationstechnologyhavealsobeenaddedto thehighereducationenvironmentwithinthepast10years.Hence,theshiftinstudent demandandnewInternetcommunicationstechnologieshascreatedrealopportunitiesfor newapproachestoteachingandlearning.

3 AllenandSeaman(2006)statethattheoverallpercentofschoolsidentifyingonline educationasacriticallongtermstrategygrewfrom49percentin2003to56percentin2005. Interestingly,sixtyfivepercentofhighereducationinstitutionsreportthattheyareusing primarilycorefacultymemberstoteachtheironlinecoursescomparedto62percentthat reporttheyareusingprimarilycorefacultymemberstoteachtheirfacetofacecourses. Howell,Williams,andLindsay(2003)attemptedtoidentifythecurrentstateand futuredirectionsofdistanceeducation.Throughthisstudy,severalthemesemergedthese themespertainedtostudentsandenrollment,facultymembersandacademics,technology, anddistancelearning.Howell etal.(2003)concludedthatthecurrenthighereducation infrastructurecannotaccommodatethegrowingcollegeagedpopulationandenrollments,a factthatmakesdistanceeducationprogramsnecessary. StudentsandEnrollment
th Atthe88 UniversityContinuingEducationAssociation (UCEA)conference,

Callahan(2003)notedthatthelargesthighschoolclassinUnitedStateshistorywillgraduate in2009.BasedonasurveyconductedbytheU.S.DepartmentofEducationincollaboration withtheUCEAconference,theNationalCenterforEducationStatisticspredictedthat collegeenrollmentwillgrow16%overthenexttenyears(Jones,2003).ReeveandPerlich (2002)arguethatsinceenrollmentisnotlimitedtotraditionalstudents,manycollegesand universitiesacknowledgethattherewillbemorestudentsthantheircampusfacilitiescan accommodate.Howelletal.(2003)believethatdistanceeducationmayprovideasolutionto thisgrowingproblemforhighereducationinstitutions.AllenandSeaman(2006)statedthat

4 theoverallonlineenrollmentincreasedfrom1.98millionin2003to2.35millionin2004, 19%increaseinjustayear. FacultyMembersandAcademics AnemergingthemefromtheHowelletal.(2003)studyisshiftingrolesoftraditional facultymembers.Paulson(2002),Miller(2001),andWilliams(2003)statethatratherthan delegatingalltechnologyandcompetencybasedfunctionstoindividualfacultymembers, theserolesarenowbeingdistributedamongdistanceeducation teamsmadeupof instructionaldesigners,technologists,andfacultymembersthemselves.Inadditiontothe traditionalrole,facultymembersnowplaytheroleoffacilitator,teacher,organizer,assessor, mentor,rolemodel,counselor,coach,supervisor,problemsolver,andliaison(Riffee,2003 Roberson&Klotz,2002Scagnoli,2001). Researchhasshownthatfacultymembersregardteachingonlineasmoredifficult thanteachingtraditionalfacetofaceclasses(Hartman,Dziuban,&Moskal,2000).Results ofasurveyof32onlinefacultymembersrevealedthat90percentoffacultymembers believedonlinecoursestobemoredifficulttoteachbecauseofworkloadincreasesdueto moreinteractionwithstudents(Hartmanetal.,2000).Similarly,SellaniandHarrington (2002)foundthatfacultymemberscomplainedthattheonlinedeliverywasmorelabor intensivebecauseoftheamountoftimerequiredtogradepapersandrespondtoquestions. DasherAlstonandPatton(1998)claimthatwhilemanystudieshaveshownno significantdifferenceinlearningoutcomesbetweenonlineandtraditionalcourses,initially thefacultymemberstrytousetheirtraditionalclassroommethodstoteachanonlinecourse andbecomefrustratedwhentheireffortsareunsuccessfulinapplyingtraditionalteaching

5 strategiestoonlinecourses.InasurveyconductedbyGreen(2002)regardingtheroleof computingandinformationtechnology(IT)inhighereducation,chiefacademicand informationtechnologyofficialsratedhelpingfacultyintegratetechnologyintotheir instructionasthesinglemostimportantITissueconfrontingtheircampusesoverthenext fewyears(p.7).Brogden&Couros(2002)suggestthatthelaborintensiveandtime consumingdemandsrequiredtodeveloponlinecoursesarealsoacauseforfacultymembers frustration. Technology In2003,theannualmarketfordistancelearningwasapproximately$4.5billion (Kariya,2003Howelletal.,2002Pond,2003).Gallagher(2002)arguesthatnotonlyis onlinelearningmorecommonnowbutitincreases40%annually.Distancelearningstudents includebothtraditionalcontinuingeducationstudentsandyoungeroncampusstudents (Anderson,2001).Roach(2002)estimatesthatAsmanyashalfthestudentsinonline coursesarefromthetraditional18to25yearoldstudents,whonormallytakecampusbased courses(p.24).Hickman(2003)statesthattheInternetisbeingusedmorethananyother distanceeducationdeliverymethod. Carr(2000)reportedthat72%ofthosewhohadtaughtonlinecourseswereinfavor ofthismethodcomparedwith51%whohadnottaughtatadistance. Asimilarstudy conductedbyLinderin2002showedthatMostteachers(85%)werenotphilosophically opposedtodistanceeducation(p.5).Thisstudyalsofoundthatteachingatadistance improvesperceptionsofdistanceeducation:Facultymemberswhohadnottaughtdistance educationcoursesperceivedthelevelofsupportaslowerthanthosewhohad(p.5). The

6 resultsofafouryearstudyconductedby Chicketal.(2003)show thattherehasbeena dramaticincreaseinoverallfacultymembersupportfortechnologyintheirdistance educationendeavors,with22%ofthefacultymembersviewingitasimportantin1999and 57%in2003.Thestudyalsoshowsthatinstructorsfeelthattechnologyishelpingthem achievetheirteachingobjectives. TheresultofasurveybytheNationalEducationalAssociation(NEA,2000)indicates thatdespitethegrowthofonlineeducation,facultymembersarehesitanttoteachonline.In thissurvey,50%offacultymembersconveyednegativeoruncertainfeelingstowards distancelearning.Thefacultymemberswerenotcomfortablewithonlineteaching environments,expressingaformofdisconnectednessanddissatisfactionalongwithfeelings ofineffectivenessinthisinstructionalenvironment(Dillon&Walsh,1992Bower,2001 Williams,2003).Facultymembersstatedthatlackoftime,institutionalsupport,and scholarlyrespectintheareasofpromotion,tenureandtrainingaddedtotheirfrustrationin teachingonlineclasses(Baldwin,1998Bonk,2001Lee,2001Northrup,1997O'Quinn& Corry,2002Parisot,1997). Theywerealsoconcernedwiththelackofstandardsforcreating anonlinecourse,thethreatoffewerjobs,andadeclineinusageoffulltimefaculty members,whichfacultymembersbelieveresultsinadeclineinqualityoffacultymembers (IHEP,2000NEA,2000). Thisresistancetoonlineordistanceeducation suggeststhatinorderforfaculty memberstoadoptonlineinstructionasanorm,theyarelikelytorequireadjustment strategies,eitherfromtheirinstitutionsordevelopedamongtheirpeers.Forexample,these facultymembersarefacedwithnewsituationswhendevelopinganonlinecourseversusa

7 traditionalone(Levy,2003),whichincludesadditionalplanninginordertomaketraditional facetofaceassignmentsworkeffectivelyinonlineenvironments.Convertingatraditional, onecredithourcoursetoanonlineformatrequiresa75percentincreaseindesignand developmenttime,anda125percentincreaseinthetimetomaintaintheonlinecourse (CarrollBarefield&Murdoch,2004).Theadvancementsintechnologyhavecausedfaculty memberstoaskifnewtechnologiessuchaswireless,mobilelaptopcomputing,personal digitalassistants(PDAs),videoconferencing,videostreaming,virtualreality,andgaming environmentsenhancelearning(Crawfordetal.,2003,p.24).Thatis,willthese technologiesassisttheonlinelearningprocess?Andformanyfacultymembers,howisthe question.CarrollBarefield(2004)suggeststhatintransitioningfromtraditionalclassrooms toonlineenvironments,facultymembersshouldbeknowledgeablenotonlyintheircontent areasbutalsointheinstructionaldesignprocess. Nevertheless,duetodevelopmentofsuchinformationandcommunication technologies,andtheirimplicationsforeducation,onlineeducationisgainingimportance (Bernardetal.,2004).Althoughmostfacultymemberscontinuetoteachintraditional formats,usingclassroomsastheirprimarysites,thetransitiontovirtualenvironmentsis inevitable(Glenn,2001).Infact,mostdistancelearningfacultymembershavehadteaching andlearningexperienceinatraditionalclassroom. Withuniversitiesembracingdistanceeducation (Baldwin,1998Cornell,1999 Gandolfo,1998),thefacultymembershavebeenobligatedtoteachtheseclassesonline (Wilson,1998).Yet,asmentionedearlier,mostfacultymembersdonothaveprior

8 experienceinteachingonlineandarestrugglingwiththenewtechnologyandnew methodologies(Dillon&Walsh,1992Bower,2001). ANationalCenterforEducationStatistics([NCES],1998)reportindicatesthatabout 60percentofhighereducationinstitutionsprovidedtrainingopportunitiesfordistance learningfacultymembers,whereastheother40percentoftheuniversitiesaskedfaculty memberstoteachdistanceeducationcourseswithoutprovidinganyspecialpreparationfor teachingonline.Ofthe60percentoftheuniversitieswhoprovidetrainingtofaculty members,aboutonequarterrequiredfacultytohavetrainingindistancelearningtechnology, 13percentrequiredtrainingincurriculumdevelopment,and17percentinteachingmethods fordistancelearning.TheNCESsurveydidnotaddressthedepthorextentofthetraining thatwasprovidedtothefacultymembersattheseuniversities(NCES,1998). Expandingontheprecedingliteraturereview,chapter2ofthisstudyincludesa literaturereviewthatindicatesthattherearenumerousfactorsthataffectfacultymembers teachingandlearning,suchastechnologicalchanges.Intransitioningfromtraditionalto onlineclassrooms,facultymembersmayexperiencemanychangesortransformations. RichardsonandPlacier(2001)statethatfacultymemberschangeintermsoftheirlearning, development,socialization,growth,improvement,andcognition.Theresearchersframe thesechangesinthreecategories.Thefirstarevoluntaryandnaturalisticchangesthatare relatedtothepersonsbackground,personality,experienceandtheirdifferentapproachesto change.Thesecondcategoryofchangelooksattheteachersstagesofdevelopment. RichardsonandPlacier(2001)refertothetermdevelopmentasaconceptoflearningand movingtowardsbecominganexperienced,expertteacher.Inthefinalcategoryofchange,

9 theresearcherstakeintoconsiderationthosechangestakingplaceinfacultymemberswho areengagedinformalpreparationforimprovementoftheirteachingskills. Mezirow(1991)suggeststhatindividualscanbetransformedthroughaprocessof criticalreflectionandperspectivetransformation.Transformativelearningcanbeinitiatedby adisorientingdilemmaasituationthatdoesnotfitone'spreconceivednotionsinthiscase, howteachingandlearningtakeplace.Thesedilemmascanleadtocriticalreflectionand developmentofnewwaysofinterpretingexperiences.Ourmeaningschemesarecomprised ofbeliefs,attitudes,opinions,andemotionsthatguideaction(Mezirow&Associates,2000). AsdescribedbyMezirow(1991),transformativelearningoccurswhenindividualschange theirframesofreferencebyreflectingcriticallyontheirassumptionsandbeliefsandmake plansthatbringaboutnewwaysofdefiningtheirworlds,thereby,transformingtheir perspectives. Byunderstandingthenatureoftransitionthefacultymembersgothrough,Iwasable tobettercomprehendhowthistransitionaffectstheirlearningandteachingassumptionsfrom traditionaltoonlineclassroom.Forthoseindividualsfollowingthesefacultymemberspaths, thisstudywillbeaneyeopeningandrevealingexperienceintotheworldofonlinelearning andteaching,anexperiencethathasnotbeenaddressedadequatelythusfarinotherrelated literature. Bateson(1994)usesseveralmetaphorstodescribethewaysinwhichwelearnfrom experience.Thefirstandmostcentraliswhatshecallsperipheralvision,explainingthat Sometimeschangeisdirectlyvisible,butsometimesitisapparentonlytoperipheralvision, alteringthemeaningoftheforeground(p.243).Bateson(1994)arguesthatwhilethe

10 societyfocusesongainingspecializationinonethingatatime,suchafocuslimitsour learningandimpedesourabilitytomakemeaningfulconnectionsbetweenourdifferentlife experiences. Asafoundationforthisdissertation,Iconductedapilotstudyinwhichfouradult educationgraduatefacultymembersparticipated.Thepurposeofthepilotstudywasto examinethenatureoftransitionthatfacultymembersgothrough whentransitioningfrom traditionaltodistanceclassrooms.Resultsofthepilotstudyshowedthat,inallincidences thatoccurredintheirtransitionfromfacetofacetoonlineclassrooms,thefacultymembers neededtobeabletoconnectwhattheyexperiencedinfacetofaceteachingtotheironline teachinginordertobeabletounderstandtheincidentandtofigureoutthenextbeststepsfor themselves.Itisthroughthisprocessofmeaningmakingandconnectingtheexperiencesthat Ibelievethatfacultymemberswillbeabletosucceedasonlineteachers.Thusthispilot studyhelpedtoshapemymethodologyforthisresearch. Bateson(2005)writes,Wearenotwhatweknowbutwhatwearewillingtolearn. Thisquoteseemstoexemplifythefaculty members.Intheirtransition,theimportanceison whattheyarewillingtolearn,notonlytohelpthemselvesdevelopprofessionally,butalsoto helpthelearnersreachnewheights.Bateson(2005)explainsthatwillingnesstolearn demandsrespect.Shearguesthatevenideasandbeliefsthatareunlikeourownare invitationstocuriosityandthatinfactthegreaterthedifferences,themoretheremaybeto belearned.Bateson(2005)saysthatthewillingnesstolearnisaformofspiritualityinthatit isastanceofhumility,becausethereissomuchtobelearned.

11 PurposeoftheStudy Thepurposeofthisstudywastodescribethetransitionoffacultymembersfrom traditionaltoonlineenvironmentsandtoexaminetheirassumptionsabouttheirteachingand learninginfacetofaceandonlineenvironments.Threequestionsguidedthisresearch: 1. Howdofacultymembersdescribetheirtransitionfromteachingfacetofaceto teachinginanonlineenvironment? 2. Whatpersonal,professional,pedagogicalorotherassumptionsdofaculty membersholdaboutteachingandlearningintraditionalandonlineenvironments beforestartingtheirtransitionandhowdothoseassumptionschangeaftertheir transition? 3. Howarethechangesthefacultymembersexperienceasthey transitionfrom traditionaltoonlineenvironmentsdefinedalongacontinuuminrelationtochange theories? SignificanceofStudy Bydescribingthetransitionexperiencesoffacultymembersfromtraditionaltoonline environments,theirteachingandlearningassumptionsandpossiblechangesand transformations,thisstudymayassistthosefacultymemberswhohavebeenfrustratedand resistanttotransitioningfromtraditionaltoonlineclassrooms.Thisstudywillenablethemto understandhowtheycantransfertheirteachingskillsintoanotherareasothattheywillnot fearthattheyarelosingtheirteachingabilitiesandeffectivenessintheclassroom.Inaddition toitsappealtofacultymembers,thisstudycontributestocreatingabodyofknowledge usefultoeducationalinstitutions,facultymembersandotherstransitioningfromtraditionalto

12 onlineclassrooms.Armedwiththisstudysfindings,facultymemberswillbeabletorelateto agenerationofnewlearners,toexpandtheonlineteachingliteratureregardingwhatteaching andlearningmeanstothefacultymembers,andtobridgetechnologywithpedagogy. Bylookingatthefacultymemberstransitionexperiencesdetailedinthisstudy,other facultymemberscanviewthedistortedorincompleteaspectsoftheirassumptionsthatneed furtherinvestigation.Asaresultofthisstudy,fundamentaldeepbeliefsoffacultymembers maychange:Theimplication willbelessresistanceoffacultymemberstoteachingonline. Rather,facultymemberswillbeabletoteachinanonlineenvironmentthatismore compatibleaswellasinalignmentwiththeirbeliefs. Inthecontextoffacultymembersintransitionfromtraditionaltoonline environments,thisstudyalsoilluminatedanareaoftransformativelearningthathadbeen largelyunexaminedinpreviousstudies.Furthermore,inadditiontoexistingfaculty members,thisstudymaybenefitawholehostofothers,suchasnewonlinefacultymembers, onlinesupportstaff,departmentchairs,curriculumdevelopers,directorsoffaculty development,andthoseinvolvedinplanninganddevelopingdistanceeducationefforts. Threeexpressionsrecurofteninthisdocument:situatedlearning,communitiesof practice,andtransformativelearningtheory.LaveandWenger(1991)statethatsituated learningmeanstoplacethoughtandactioninaspecificplaceandtimeandtoinvolveother learnersandtheenvironmenttocreatemeaning.Inthesamestudy,LaveandWengerexplain thatcommunitiesofpracticeareeverywheresuchaswork,homeandschoolandthat overtime,collectivelearninginthesecommunitiesresultinpracticesthatcausesocial relations(Wenger,1998).Mezirow(1996)explainstransformativelearningtheoryasa

13 learningtheorythatispartlyadevelopmentalprocess,butmorepreciselyastheprocessof usingapriorinterpretationtoconstrueaneworrevisedinterpretationofthemeaningof onesexperienceinordertoguidefutureaction(p.162). Limitations Whentheresearchercannotbewithparticipantstoobservethemdirectly,facetoface andtelephoneinterviewsaretheclosesttheresearchercangettovitalfactsoftheexperience (Bogdan&Biklin,1992Creswell,2002Merriam,1998).Theseresearchersstatethatitis throughinterviewsthattheresearchercangainaccesstohistoricalfactsandalsohavecontrol overthelineofquestioning.However,theyclaimthatthelimitationstointerviewingisthat intervieweesprovideindirectinformationthatisfilteredthroughtheirpointsofviews further,theprovidedinformationisinadesignatedplaceratherthanthenaturalsetting. Moreover,thepresenceoftheresearchermaybiastheirresponsesfinally,theinterviewees maynotbeequallyarticulateandperceptive(Bogdan&Biklin,1992Creswell,2002 Merriam,1998).Ihaveutilizedtheinterviewingmethodtointerviewthefivefaculty membersandrespectively,onestudentandonecolleagueforeachfacultymember. Thereareseverallimitationsinusingdocumentsasdata.Onelimitationisthatthe datamightbeprotectedinformationunavailabletopublicorprivateaccess(Bogdan& Biklin,1992Creswell,2002Merriam,1998).Theystatethatdocumentsmightrequirethe researchertosearchoutinformationinhardtofindplacesandmaybeincomplete,inaccurate anditsauthenticityinquestion.Anotherlimitationofthisstudyisinitscontext.This researchislimitedtofacultymemberswhoseexperiencewithtransitionfromfacetofaceto onlineclassroomshasbeensuccessfulandwhohaveexperiencedchangesortransformations

14 intheirteachingandlearningassumptions.MyownbiasinthisstudywasthatIhadworked withfacultymembersintransitionfromtraditionaltoonlineclassroomsinthepastcoupleof yearsandmyinterestinthetopicevolvedfrommyownexperiencewiththegraduateadult educationfacultymembers.ByusingBrookfieldslensandGarrisonsmodel,Ihave attemptedtominimizemyownbias. AbouttheRoleoftheResearcher Itiseasyforbystanderstosaythatteachinganonlinecourseismoredifficultthan teachinginafacetofaceclassorviceversa.Itishardertoexplainexactlywhatthe differencesareandhowtomakethetransitionfromfacetofacetoonlineenvironmentsin ordertomeettheinstructionalgoals.Asfacultymembersgainmoreexperiencewithonline teaching,theyseemabletoaccumulateeffectiveandalternativestrategiestoteachonlineand tomeettheirinstructionalgoals.Asatechnicalassistantandcoursesupportpersontothe facultymembersintheirteachingonlineendeavorsoverthepastcoupleofyears,andalso fromtheperspectiveofanonlinestudentobservingthesefacultymembers,Ihavenoted somedifferencesbetweenthetwoenvironments.Ihavesensedafeelingofisolationin facultymembersandalso,betweenthefacultymembersandthestudentsatthebeginningof thecourse.Ittakesalongertimeforthetwotogetacquaintedandtoidentifywitheachother, whereasinafacetofaceclassroom,thefacultymemberandthestudentsseeoneanother and,tosomeextent,becomeacquaintedimmediately. AnotherobservationIhavemaderelatestocreatingacomfortableenvironmentfor thestudents,tomakeiteasyforthemtoengageindialogueandlearningbothwith the facultymemberandotherstudents.Theonlineenvironmentcreatescommunication

15 challengesbetweenthefacultymemberandthestudents.Iviewedthisissueonthe discussionboardinonlineclasses.Thestudentsmademanypostsandtheirexpectationof the facultymemberwastogetapromptanddirectfeedbacktoeveryquestiontheyposted. Havingbeenbombardedwithsomanyposts,thefacultymembercompiledsimilarquestions andpostedonesingleresponse.Thestudentsfailedtorecognizewhatthefacultymember haddoneandcomplainedthattheirquestionsremainedunanswered.Ifoundthat communicationisevenmorevitalinonlineenvironmentthanitisinafacetoface classroom.Clearanddirectcommunicationstoodoutasoneofthemajorkeystosuccessfor thesefacultymembersteachingonline.Throughthisopenlineofcommunicationbetween thefacultymembers,students,andthecoursesupportstaff,wewereabletodiscussandclear upunrealisticexpectations,technicaldifficulties,andquestionsaboutcoursecontent,thus easingconfusion,frustration,anddisappointmentonthepartoffacultymemberandstudents alike. Inmyobservationsastechnicalsupportpersontothefacultymembers,Iviewed someprosandconstotheirteachinginanonlineenvironment.Oneofthemajoradvantages toonlineteachingisthat,whenequippedwithanInternetconnection,facultymemberscan access,monitorandteachtheirclassfromanylocationandatanytime.Thedownsideisthat thestudentsexpecttheirpresenceatalltimes.AnotherchallengeIobservedisthatfaculty membersnotonlymustprovideconstantsupportandfeedbacktothestudentsbutalsodesign newteachingmaterialsthataresuitableforonlinedeliverywhiletryingnottoreinventthe wheel.Somefacultymemberswerealsochallengedbecausetheyunderestimatedthetime theyneededtoinvestindesignanddeliveryoftheironlinecourses.Myobservations

16 certainlysupporttheideathattherearesomeareasofdifferentiationbetweenfacetoface andonlineteaching,includingstudentinteractionwiththefacultymember,thestudent interactionsamongthemselves,deliveryofcontentbyfacultymember,typesof communication(asynchronousasopposedtosynchronous),andtheassessmentoflearning.I believethatinanonlineenvironment,assessmentisanongoingprocessforthefaculty members. Inobservingfacultymemberstransitionfromtraditionaltoonlineclassrooms,I becameinterestedinhowfacultymembersviewtheirassumptionsabout teachingand learning.Itbecameapparentthattheyneededtounderstandhowlearningtakesplaceinan onlineenvironmentinordertoaddresstheirdifferentlearningsituationsandissues appropriatelyaswellastoteachaccordingly.Theexistenceofteachingisbasedonhow peoplelearn.Forthesefacultymembers,becomingproficientatonlineteachingandlearning islikebecomingfluentinasecondlanguageasanadult,whereastheyoungergenerationsare consideredbilingualduetothefactthattheyhavebecomeliterateinInternettechnologyata youngerage. Summary Asnotedinthisintroductorysection,throughthisstudy,Ihaveexplainedthe transitionoffacultymembersfromtraditionaltoonlineclassroomsanddescribedhowthey experiencedtheirtransition.Thenextsectionofthisdissertationreviewstheliterature supportingthetopicofstudyandgroundstheneedofthisstudywithintheliterature.The literaturereviewedincludesonlineeducationsituatedlearningandcommunitiesofpractice andtransformativelearningtheory.

17 CHAPTER2:REVIEWOFLITERATURE Thischapterisanoverviewoftheliteraturechosentoserveasafoundationtothe researchquestionspresented: 1. Howdofacultymembersdescribetheirtransitionfromteachingfacetoface toteachinginonlineenvironments? 2. Whatpersonal,professional,pedagogicalorotherassumptionsdofaculty membersholdaboutteachingandlearningintraditionalandonline environmentsbeforestartingtheirtransitionandhowdothoseassumptions changeaftertheirtransition? 3. Howarethechangesthefacultymembersexperienceastheytransitionfrom traditionaltoonlineenvironmentsdefinedalongacontinuuminrelationto changetheories? Forthepurposesofthisstudy,threebodiesofliteraturehavebeenreviewed: comparisonoffacultymembersteachinginfacetofaceandonlineenvironments,situated learningandcommunitiesofpractice,andtransformativelearningtheory. PartI.ComparisonofFacultyMembersTeachingMethodsinFacetoFaceandOnline Environments Reviewingtheliteratureonthetopicoffacetofaceversusonlineteaching experienceshelpedmebetterunderstandhowfacultymembersworkedineachofthese environmentsandasaresult,theliteraturereviewenabledmetobetterobserveand understandtheirtransitionandhowtheyperceivedtheirteachingandlearning.Thissection describesthedifferencebetweenthetwoenvironmentsaswellthechangesfacultymembers gothroughintheirtransitionfromthetraditionalenvironmenttotheonlineenvironment.It

18 alsodescribestheroleoftheinstructionaldesignprocess,therolethefacultymemberplays, andthecharacteristicsofanonlineinstructor.Theendofthissectionincludesmyown assumptionsandobservations,andasummaryofthetopicsdiscussed. Advancementsintelecommunicationstechnologieshavecreatedopportunitiesfor facultymembersineducationalinstitutionstoexpandtheeducationalprocessbeyondthe traditionalclassroomandtodeliverinstructiontogeographicallydispersedaudiencesvia distanceeducation(Rockwell,Schauer,Fritz,andMarx,1999Maguire,2005).Educational modelsfordeliveringinstructioncontinuestobroadenastechnologiesadvance,educational deliverymethodsexpand,andaudiencesbecomemorediversified(Rockwelletal.,1999 Maguire,2005).Inthischangingenvironment,thefacultymembersremainakeyelementin theteachingandlearningprocess(Rockwelletal.,1999Maguire,2005).Tousedistance learningstrategies,facultymembersmayneedtoaltertheirteachingstylesusedwithinthe traditionalclassroom,anddevelopnewskillstoeffectivelyreachthedistantlearner (Rockwelletal.,1999 Valentine,2002 Maguire,2005).Therehavebeenobservations (Dillon&Walsh,1992Clark,1993 Valentine,2002 Maguire,2005)thatfacultymembers usingdistanceeducationtechnologyfaceavarietyofchallengeswhenadaptingtheir teachingstylestoaframeworkcompatiblewiththedistancelearningenvironment,suchas, creatingonlinecommunities. ChangesofFacultyMembersinTransitionfromFacetoFacetoOnlineEnvironments Greenwood(2000)conductedastudythatexaminedorganizationalandindividual changeinhighereducationandshowedthattheteachingmethodologyoffacultymembersin highereducationhaschangedasaresultoftheincorporationoftechnology.Greenwood

19 (2000)saysthatforfacultymemberswhohavenottaughtonlinebefore,makingthe methodologicalchangecanbeaverychallengingtask.Itisimportantforfacultymembersto understandtheadvantagesanddisadvantagesofonlineteaching(Greenwood,2000). Inthetransitionfrom facetofacetoonlineteaching,facultymemberscouldgo througheitherrevolutionaryorevolutionarychange.Burke(2002)definesrevolutionaryor transformationalchangeasatypeofchangewhereaninitialactivityoradisorienting dilemmawilltriggermovement.Anevolutionaryorcontinuouschangeinvolvesthefaculty membertakingimprovementmeasuresintoaction andconsiderationinordertomaketheir transitionmoresuccessful.Therevolutionarychangeisadrasticchangeinwhichallthe changefactorsarelistedandtheplanforchangeispreparedandimplemented.Thisdrastic changerequiresalotofconcurrentactionsinallareasofchangeandiftheplanningisnot welldone,itmaynotleadtotheanticipatedresults.Anothertermforrevolutionarytransition isreengineering,asusedbyMichaelHammer(Hammer&Champy,1993). Inordertobetterunderstandhowfacultymemberschangefrom facetofacetoonline teaching,wemustunderstandthedifferentcomponentsinvolved.Theseincludethedifferent aspectsofdesignanddeliveryofanonlinecourse,aswellaschallengesandopportunities theyencounter. Thissectionpresentsanoverviewofthesecomponents.Ibelievethatin ordertohelpeasethetransitionpathfrom facetofacetoonlineteaching,aninstructional guideshouldbecarefullydesignedthatcanaddressallcomponentsoftheteachingprocess. Transitionsfromfacetofacetoonlineenvironmentsshouldbeplannedasaproject: Asequenceofactivities,requiredresources,andtimingshouldbecarefullydeterminedand planned.Indesigningasuccessfulonlinecourse,facultymembersneedtounderstandthe

20 componentsinvolvedinbothsettingthestageandalsothechangeprocess.Someofthemajor componentsindesignofacourseareaclear:coursedescription,specificcourseobjectives, coursecompetencies,evaluationcriteria,andteachingstrategies(Maguire,2005).Oncethese majorcomponentsareaddressed,facultymembersmustlookatthechallengesand opportunitiesthattheymightface. DifferencebetweenFacetoFaceandOnlineEnvironments Understandingthedifferencesbetweenfacetofaceandonlineenvironments,aswellasthe transitionprocess,willgivefacultymemberstheabilitytodesignbetteronlinecoursesand focusmoreoncoursedelivery.Itisnotedthatsomefacultymembersmayresistdistance teachingbecausetheyareconcernedthatdistancecoursesmayrequiremoretimefor advancedplanning(Carl,1991 Valentine,2002 Maguire,2005).Also,facultymembers maybehesitantaboutthistransitionbecauseofthelossofautonomyandcontrolofthe curriculum,lackoftechnicaltrainingandsupport,andlackofreleasetimeforplanning (Clark1993Olcott&Wright1995 Valentine,2002 Maguire,2005). FacultymembersteachingonlinemustbeawarethattheuseoftheInternethas transformedstudentexpectations(VanSickle,2003 Valentine,2002 Maguire,2005). Lansdell(2001)saidthatinonlineenvironments,studentsexpectmorefeedback,more attention,andmoreresourcestohelpthemlearn.VanSickle(2003)explainsthatanecessary componentofsuccessfulwebbasedinstructionisongoingcommunication.Kasworm, Polson,andFishback(2002)notedthatitistheresponsibilityofthefacultymembersto createalearningcommunityamongclassmembers.Theystatethatsincestudentsdonot meetfacetofaceinanonlinesetting,theyneedtobecomeacquaintedwitheachother

21 throughinitialintroductionsandbeshownhowtointeracteffectivelyandappropriatelyin thisnewenvironment.Kaswormetal.(2002)explainedthatfacultymembershave significantlymoreresponsibilityforestablishingspecificstructuresandprocesseswithina virtualclassroomthaninregularclassrooms.Forfacultymembersnewtoonline environments,thismeansinstructorswillneedtotaketimetounderstandtheirdifferentroles andresponsibilitiesinthenewvirtualsetting(Oliver,1999). PalloffandPratt(2001)explainthatfirsttimeonlinefacultymembersmust rememberthatitispedagogynottechnologythatiscriticaltosuccessofanonlinecourse.In supportoftheirstatementandbasedonmyownexperiencewiththefacultymembers,I believethattechnologyisjustasetofskillsthatthefacultymembersmustacquireinorderto teachonlineandthefacultymembersmustquestiontheirteachingandlearningassumptions astheytransitionfromfacetofacetoonlineenvironments.LariandWiessner(2005),based onanNSFfundedstudy,concludedthattechnicalissuesandchallengeswerenottheprimary determinantsastowhetherornotthefacultymemberswillpersistasonlineinstructors. They observedthatthefacultymemberssubjectmatterknowledgeandthemeaningthefaculty membersmadeoftheirexperienceswerewhatinfluencedtheirsuccessasonlineteachers. InstructionalDesignRole Fewresearchershavedirectlycomparedanonlinecoursewithitstraditionalcourse counterpart(D.W.Sunal,C.S.Sunal,Odell,&Sundberg,2003).Thefacultymemberswho participatedinmypilotstudyhaveyearsofexperienceteachingfacetofaceinclassrooms. Nowtheyaretransitioningfromteachinginafacetofaceenvironmenttoonline.Inthis section,Ihavelookedatfacetofaceandonlineteachingthroughthelensofinstructional

22 systemsdesign.Instructionalsystemsdesign,alsoknownasISD,istheanalysisoflearning needs,design,systematicdevelopment,implementationandevaluationofinstruction.Itisa systematicprocessinwhicheverycomponent(i.e.,teacher,student,materials,andlearning environment)iscrucialtolearning(Dick&Carey,1996). ISDevolvedfrompostWorld WarIIresearchintheUnitedStatesmilitarytofindmoreeffectiveandmanageablewaysto createtrainingprograms.TheseeffortsledtoearlyISDmodelsthatweredevelopedand taughtinthelate1960satFloridaStateUniversity. ThemostcommonlyusedmodelofISDistheADDIEmodel(Figure1),which standsforAnalysis,Design,Development,Implementation,andEvaluationandhasbeen associatedwithLeslieBriggs(1970)atFloridaStateUniversity.Intheanalysisphase,the instructionalproblemisclarified,thegoalsandobjectivesareestablished,andthelearning environmentandlearnercharacteristicsareidentified.Thedesignphaseiswherethe instructionalstrategiesareplannedandmediachoicesaremade.Inthedevelopmentphase, materialsareproducedaccordingtodecisionsmadeduringthedesignphase.The implementationphaseincludesthetestingofthematerialscreatedwiththetargetaudience andshowingthelearnersandfacultymembershowtousethecreatedlessonorinstructions. Theevaluationphaseconsistsoftwopartsformativeandsummativeevaluation.Formative evaluationispresentateverystageoftheprocess.Summativeevaluationoccursattheend. OnecriticismoftheADDIEmodelisthatitistoolinear,inflexible,andtootimeconsuming toimplement.Idisagreewiththiscriticism,however,becausethisprocessdoesnot necessarilyneedtobealinearbutcanbeviewedasaninteractivecircleasseeninFigure1.

23

1 Analysis

4 Implementation

Evaluation

2 Design

3 Development

Figure1.TheADDIEModel(Briggs,1970) AmongthemanyISDmodelsused,IfoundtheDickandCarey(1996)modelofISD, asseeninFigure2,particularlyusefulduetothefactthatitclearlydefinesandspellsoutthe entireinstructionaldesignprocess.

24

Revise Instruction Conduct Instruct. Analysis

Identify Instruct. Goals

Write Performance Objectives

Develop Criterion Reference Tests

Develop Instruct. Strategy

Develop &Select Instruct. Materials

Develop& Conduct Formative Evaluation

Identify Entry Behaviors

Develop& Conduct Summative Evaluation

Figure2.DickandCareyDesignModel(Dick&Carey,1996) TheliteraturereviewsuggeststhattheISDprocessmaybeviewedthrougha constructivistlensandalsobeseenasapossibletransformativeprocess(Goldberg,2005 Karagiorgi&Symeou,2005Murphy,2005).Goldberg(2005)arguesthattheconceptof learningisbasedontheassumptionthatindividualsconstructtheirknowledgebyconsidering existingperceptions,interpretations,andunderstandingthroughaprocessofcollaboration, sharing,andnegotiatinginterpretations,experience,andunderstandingwithothers.Tam (2000)explainstheconstructivistsapproachtoISDasthefollowing: Theconstructivistdesignerstendtoavoidthebreakingdownofcontextinto componentpartsastraditionalinstructionaldesignersdo,butareinfavorof environmentsinwhichknowledge,skills,andcomplexityexistnaturally.Therefore,

25 insteadofadoptingalinearapproachtoinstructionaldesign,constructivistdesigners needtodevelopproceduresforsituationsinwhichtheinstructionalcontextplaysa dominantpartandtheinstructionalgoalsevolveaslearningprogresses.(p.5455) Anopensystemdesign(VonBertalanffy,1950Katz&Kahn,1978Capra,1996) maybeusedforcreatingaprogramforthe transitionoffacultymembersfromtraditionalto onlineclassroom.RothwellandKazanas(1998)arguethatinstructionaldesignisbasedon opensystemstheory.Theyexplainthatanopensystemreceivesinputfromtheenvironment, transformsthemthrough operationswithinthesystem,submitsoutputstotheenvironment, andreceivesfeedbackindicatinghowthesefunctionsarecarriedout.RothwellandKazanas (1998)explainthatopensystemstheoryisimportanttoinstructionaldesignersfortwo reasons.Thefirstisthatinstructionaldesignersrecognizethecriticalimportanceofadapting tochangesintheenvironmentandevenanticipatingthem.Second,instructionaldesigners mustbeabletorecognizethatanymeasurestheytaketocorrectonecomponentwillaffect theentireprocessorsystem,sotheymustrealizethatallthecomponentsareinterconnected anddependentononeanother.Alinkmayevenbedrawntochaostheory(Capra,1996 Wheatley,1999).Animportantphenomenonaboutchaostheoryisthatevenamongapparent chaos,orderexists(Burke,2002).Pascal,Milleman,andGioja(2000)saythatattheedgeof chaos,thereisinnovationandcreativity.Richey(1995)arguesthatChaostheoryenriches thetraditionalopensystemsorientationofinstructionaldesignbyassumingamoreholistic orientationratherthanoneofunidirectionalcausalityandbyreflectingthedynamicand unpredictableaspectsofthelearningprocess(p.100101).

26 Capra(1996)definesasystemasanintegratedwholewhoseessentialproperties arisefromtherelationshipsbetweenitsparts(p.27).Tobetterunderstandthetransitionof facultymembersfromtraditionaltoonlineclassrooms,thefacultymembersandtheir communityofpracticeneedtobeviewedasasystem.Capra(1996)compareshuman communitieswithecologicalcommunitiesandstatesthatbotharelivingsystemsthatexhibit thesameprinciplesoforganizationandareopentoflowofenergyandresources.He expressesasetofprinciplesoforganizationthatmaybeusedtoguidehumancommunities. Theseprinciplesareinterdependence,recycling,partnership,flexibility,anddiversity. Capra(1996)definesinterdependenceasinterconnectednessanddependenceinanetworkof relationshipswherethesuccessof thewholecommunitydependsonthesuccessofits individualmembers,inthiscasethefacultymembers,whilethesuccessofeachmember dependsonthesuccessofthecommunityasawhole.Hedefinesrecycling,thesecond principle,asasituationwherethewastesfromonememberofthecommunitymaybeuseful toanothermemberwithinthecommunity.Thisideacouldrelatetothefacultymembers communityofpracticeastheresourcesthatarenotusefultoonememberandcanbeshared withothermembersof thecommunity. Partnership,anotherprinciple,isdefinedbyCapraasdemocracyandempowerment. Hestatesthatbecauseeachmemberofthecommunityplaysanimportantroleinthechange anddevelopmentoftheorganization,thispartnershipturnsintocoevolutionwhereeach partnerlearnstochangeanddevelop,andtobetterunderstandtheneedsoftheothers.The facultymembers,theircolleagues,theirstudentsandtheircommunityofpracticeasawhole growsandevolvestogetherandcausesgrowth,change,transformationanddevelopment.

27 Capra(1996)definesthefourthprincipleasflexibility,whichistheresultoffeedback intothesystem.Flexibilitybringsbalancebackintothesystemallowingittofindstability. Forfacultymembers,thiscouldtranslateintothefeedbacktheyreceivefromtheir communityofpractice,allowingthemtolearn,changeandperformbetterintheirnew environmentofonlineteaching.ThefinalprinciplenotedbyCapra(1996)isdiversity,which isdefinedasthemanydifferentrelationshipswithinacommunityandthemanydifferent approachestothesameproblem.Hestatesthatadiversecommunityisonewhichiscapable ofadaptingtochangingsituationsbutwhichcanonlysurvivethroughitsrelationships, partnershipsandinterdependenciesofitsindividualmembers.Itiswithinthisnetworkthat informationandideasflowfreely,andthediversityofinterpretations,learningstyles,and evenmistakesallowthecommunityasawholetogrowandprosper. Kruse(2000)arguesthatthesystemicapproachtodevelopmentofinstructionhas manyadvantageswhenitcomestocreatinginstructionsinanonlineformatandfeelsthata modifiedversionofADDIEmodelshouldbeused.Heexplainsthatarapidprototyping phaseshouldbeaddedasanextensiontothedesignphaseoftheADDIEmodel.Kruse (2000)definesrapidprototypingasaquicklyassembledmodulethatcanbetestedwiththe studentsearlyintheinstructionaldesignprocess.Theevaluationlooksatcomponentssuchas howeffectivethelearningactivitiesareandhowwelldoesthetechnologychosensupportthe instructionsgiventothestudents.Basedonthefeedback,thedesigncanberevisedand anotherprototypecanbedeveloped.Kruse(2000)explainsthatthisprocesscancontinue untilthereisagreementontheprototype.Withcooperationbetweenaninstructionaldesigner

28 andthefacultymember,thetwocandeterminehowtheywantthecoursetolookandwhatit willbecapableofdoing,withtechnicalissuesaddressedinthedesignofthecourse. Inmypilotstudy,thefacultymembersdidnotalwaysneedtogothroughaprototype phasesincethecontentthattheywereusinghadbeenpreviouslydevelopedwhenthecourse wastaught,andmostoftenthestructureofthecoursehadalreadybeencreatedinaLearning ManagementSystem(LMS)suchasWebCTVista.Someofthefacultymembersinthepilot studywerenewtoonlineteachingandsomewerenewtothecoursecontent.Somewerenew toboth.Thefacultymembersneededtoinserttheircontentandtailorittotheiraudience. Thisprocesshasalwaysbeenachallengebecauseinstructorsnotonlyhavetotransferand compiletheircoursecontentintoWebCTVista,butalsobeabletogetthemeaningacrossto thelearners.Suchaprocessinvolvestakingintoconsiderationthefacultymembersprevious teachingexperiences,theirtechniquesandstyles,andstudentlearningstyles.Thefaculty membersalsohadtochooseoneofseveraldifferentsynchronoustoolstosupporttheir courses(i.e.,NetmeetingandCentraSymposium).Thesynchronoustoolwasusedtomake thecoursemoreinteractiveandtocreateabetterlearningexperienceforthestudents. FacultyMemberRoles Notonlyaretheinstructionaldesignaspectsimportant tothesuccessofbothfaceto faceandonlineclasses,butalsotherolethefacultymembersplayisafactorinthesuccessor failureofanonlineclass.PalloffandPratt(2001)arguethatthefacultymembersrolein adultlearningisguidedbyaconstructivistperspectivewhereadultlearnerscreatetheirown knowledgeandtheprocessislearnercenteredratherthaninstructorcentered.Heuerand King(2004)explainthatwhileonlineinstructionsharesmanyfeatureswiththefacetoface

29 environment,italsoisuniqueinitsflexibilityanytime,anyplacealongwithtimefor reflectionandlearnersanonymity.Theygoontosaythattheliteraturefromonlinelearning differentiatestheonlineinstructorsrolefromthatinfacetofaceinstruction.Thisonline instructorsroleisviewedasnewandmorecomplex(Schofield,Melville,Bennet,& Walsh,2001,p.1).Ithasmovedfromteachercenteredlearningtowardsconstructivist, learnerdirectedlearning(AdultEducationResourceandInformationService[ARIS],2001, p.1). CollinsandBerge(ascitedinPalloff&Pratt,1999)dividetheonlineinstructorsrole intofourcategoriesofpedagogical,social,managerial,andtechnical.Theydescribethe pedagogicalroleasonethatrevolvesaroundeducationalfacilitation.Thesocialroleis creatingafriendlysocialenvironmentnecessaryforonlinelearning.Themanagerialrole involvesagendasetting,pacing,objectivesetting,rulemaking,anddecisionmaking.The technicalroledependsontheinstructorfirstbecomingcomfortablewiththetechnology beingusedandthenbeingabletotransferthatlevelofcomforttothelearners. Teachinginanonlineenvironmentrequiresspecificsetsofskills(Smith,2005). PalloffandPratt(2001)arguethatonlineteachingrequiresmovingbeyondtraditional pedagogytoadoptnewpractices.TheyalsoexplainNotallfacultymembersaresuitedfor theonlineenvironment(p.21).Furthermore,theybelievethatFacultymemberscannotbe expectedtoknowintuitivelyhowtodesignanddeliveraneffectiveonlinecourse(p.23) because,eventhoughcoursesintechnologyarebecomingmoreavailabletostudents, Seasonedfacultymembershavenotbeenexposedtotechniquesandmethodsneededto makeonlineworksuccessful(p.23).Smith(2005)createdatableoffiftyonecompetencies

30 foronlineinstructors,notingwhetherthecompetencywillbeofprimaryimportancebefore, during,and/orafterthecourse. CharacteristicsofanOnlineInstructor Savery(2005)created theacronym VOCAL,whichidentifiesthecharacteristicsofan effectiveonlineinstructorasonewhoisvisible,organized,compassionate,analytical,anda leaderbyexample. Visible.Inafacetofaceclassroomwherestudentsandthefacultymembermeet regularlyinthesameplaceatthesametime,thedegreeofvisibilityisveryhigh.Thefaculty memberscommunicateverballywhilethestudentssitandlisten.Studentsareabletoseeand hearfacultymembers,andtoformopinionsaboutthem.Inanonlinelearningenvironment wherethestudentsandthefacultymembermeetinanonlineclassroombutatdifferenttimes, theexperienceisverydifferent.Inthisenvironment,thecommunicationismostlythrough textandasmentionedbefore,thefacultymemberandstudentsmayfeelisolatedinthis unfamiliarenvironment(Savery,2005).Fromthestudentsperspective,theyfeelthatthe facultymemberisabsentwhenalittletimepassesandtheydonoseetheirinstructoronline, whichtheymayinterpretasthefacultymembernotbeingconcernedwithteachingand learning(Savery,2005).Saverysuggestsseveralwaystoincreasefacultymembersvisibility online.Onesuggestionisforthefacultymemberstocreateawebsitewithpersonaland professionalinformationaboutthemselves,allowingthestudentstogettoknowthembetter. Othersuggestionsincludefacultymembersmakingtimelycommentsregardingstudent messagesandpostings,updatingthewelcomepagewithnewnewsregularly,maintaininga sharedcalendarwiththestudents,andincludingvideoandaudioclipsintheironlinelessons.

31 Organized.Simon(2000)placesgreatimportanceonfacultymembersorganization inteachingonline.Heexplainsthatexperiencedteachersmustprepareonlineinstructional materialsfortheirstudentsthatareclearandspecific,makingsurethatanypossible problemsarisinghavebeenaddressed.Savery(2005)explainsthatitisbettertohavemore materialspreparedthanmightbeneeded.Hegoesontosaythatinanonlineenvironment, beingspecificisimportant,giventhepossibletimedelayinquestionsbeingposedand answersreceived. Compassionate.Manyadultschoosetoparticipateinanonlineclassbecauseoftheir lifesituations.Theselearnerschoosetotakeclassesperhapstoacquirenewskillsorgain newqualifications.Notalllearnersarefamiliarwithusingacomputeranddifferent technologies,whichcanleavethemfrustratedandcausesometogiveupparticipatingin onlineclasses. Inanonlineenvironment,learnersarewillingtosharedetailsoftheirpersonallives inanemailtothefacultymemberthattheywouldnotshareinafacetofaceclassroom, whichcreatesacombinationofintimacy,privacy,anddistancethatdoesnotexistina traditional classroom(Savery,2005).Inthesesituations,alevelofcompassionisrequiredof thefacultymemberthatmayexceedwhatwouldberequiredinaregularclassroom(Savery, 2005).Itisnecessaryforthefacultymembertodealwitheachsituationandtry totreatitas fairlyaspossible. Analytical.Instructorsneedtomanagetheonlinelearningenvironmentandensure thatstudentsarecompletingassignmentsandachievingtheintendedinstructionalgoals (Savery,2005).Itisofgreatimportancetomakesurethestudentsreceivetimelyfeedback

32 regardingtheirassignments.Swan(2004)explainsthatsuccessfullearnersareactive participantsintheirlearningexperiencesandinanonlinelearningcommunitythismeans beinginvolvedindiscussionsrelated tothecourse(Swan,2004).Inanonlineenvironment, Swan(2004)suggeststhatfacultymembersusethetrackingsystemintheirLMStoviewthe amountofinvolvementofthelearners,allowinginstructorstomonitortheirstudents learningandparticipation. Leaderbyexample.Everythingafacultymemberdoesintheclassroomandinthe onlineenvironmentshouldmodelbestpracticesinteaching(Savery,2005).Studentswill taketheirleadfromtheinstructorintheareasofvisibility,organization,andcompassion. Theinstructorsetsthetonefortheonlinelearningcommunityearlyinthecourseand maintainsituntilthefinalclass(Savery,2005). Socialpresence.Anothercharacteristicofanonlineinstructornotmentionedby Saveryissocialpresence(Lakin,2005 Rourke, Anderson,Garrison,&Archer,2001 Richardson&Swan,2003 Swan&Shih,2005).Thisisinterpretedasthedegreetowhicha personisperceivedasrealinonlinecommunication(Gunawardena&Zittle,1997 Richardson&Swan,2003). Short,Williams,andChristie(1976),theoriginalresearchersof socialpresence,explainedthatusersofmediaareinsomesenseawareofthedegreeofsocial presenceofeachmediumandtendtoavoidusingparticularinteractionsinparticulartypesof mediaandalsoavoidinteractionsthatrequirehighsocialpresenceinmediathatlackthe capacity.Theyexplainthatsocialpresencevariesamongdifferentmediaandaffectsthe natureoftheinteraction.

33 Socialpresencecanbeconveyedthroughfacultymembersbehaviorsandcareful designofonlinediscussions,aswellasfacultydevelopmentfocusingonsocialpresence issues(Swan&Shih,2005).Firstly,theyhighlighttheimportanceofthedesignofcourse discussionsinsupportofthedevelopmentof socialpresence.Theyindicatethatcourse designersandfacultymembersshouldseekwaystoprovokepersonalexperiencein discussionandotherdesignfactors.Secondly,SwanandShih(2005)emphasizethe importanceoffacultymemberspresenceandbehaviorsinthedevelopmentofsocial presenceamongonlinediscussionparticipants.Theysuggestthatfacultymembersshouldbe madeawareoftheimportanceofsuchdevelopmentandwaystosupportit,perhapsthrough professionaldevelopment. Lakin(2005)definessocialpresenceasthedegreetowhichanonlineuserfeelsheor shehasaccesstotheintelligence,intentions,andimpressionsofotherlearners.Lakin(2005) furtherbelievesthatsocialpresenceiskeytothelearnersparticipatorylevelandtotheir successofonlinecollaboration.Facialexpression,directionofgaze,posture,dress,andnon verbalandvocalcuescontributetosocialpresenceinafacetofaceenvironmentbutinan onlineenvironment,withoutthesefactors,otherelementsenhancesocialpresenceandaffect thequalityofonlinecollaboration(Lakin,2005). Examplesincludeonlineforumsand BLOGs. Summary Inthissection,Ihaveexplainedtheongoingtrendsofthetransitionofcollegesand universitiesfromtraditionaltoonlineenvironmentsanddescribedtheneedforfaculty memberstobetransitioningfromoneenvironmenttotheother.Ihavereviewedthe

34 characteristicsofanonlinefacultymember,howfacultymembersroleshavechanged betweenfacetofaceandonlineenvironments,howtheinstructionaldesignprocessdiffered andhowthefacultymembersaretransitioningbetweenthetwoenvironments. Asthisliteratureshows,facultymembersareinteractingwiththeirstudents, colleagues,theexternalenvironmentandtheresearchliteraturetherefore,theirtransitionis notsimplyanindividualexperienceinthattheyareaffectedbydifferentsituationsand factorsintheonlinecollaborativeenvironment.Consequently,Ihavechosenliterature regardingsituatedlearningandcommunitiesofpracticetofurtherinvestigatetheirtransition andlearningindifferentsituationsandintheirinteractionswiththecommunityaroundthem. PartII.SituatedLearningandCommunitiesofPractice Inthissection,Ihavereviewedthesituatedlearningandcommunitiesofpractice literature.Thereasonforreviewingthisliteratureisthatasfacultymemberstransitionfrom traditionaltoonlineclassrooms,theyarenotinisolation.Theyareinacommunityandthis communitycanincludetheirstudents,colleagues,supportstaff,literature,andthe environmentthatsurroundsthem.Itisinthisenvironmentthatthefacultymemberswill encounterdifferentlearningmoments.Further,itiswithinthisenvironmentthattheywill interactandlearnfromothersandsharetheirexperiencesandexchangeideas. Apremiseofthisstudyisthatthecommunitysurroundingthefacultymembers influencestheirtransitionfromfacetofacetoonlineteaching.Thefacultymemberis embeddedinanorganizationwithcultures,norms,practices,policies,colleagues,and resources.Theseexternalfactorshelptoshapeandactuallycocreatethelearningand workingtrajectoriesduringthetransitionfromfacetofacetoonlineteaching.Thesituated

35 learningliteratureprovidesthetheoreticalfoundationforunderstandinghowindividuals learnwhileembeddedinsomelargersystem.Thecommunityofpracticeliteratureprovides theanalyticalperspectivetounderstandandorganizethatlargersystem.Further,the communityofpracticeperspectivefocusesonthreekeyelements:identity,meaning,and learning.Thesethreeelements,whenanalyzedthroughthelensofthetransformative learningliterature,helpustoconnecttransformativelearningtothewidersocialsystem. SituatedLearning LaveandWenger(1991)statethatsituatedlearningisnotitselfaneducationalform, muchlessapedagogicalstrategyorateachingtechnique.Itisananalyticalviewpointon learning,awayofunderstandinglearning(p.40).Clancey(1995)explainsthatsituated learningisconcernedwithhowlearningoccurseveryday.Itisatheoryaboutthenatureof humanknowledgeandhowthatknowledgeisconstructedaswemakemeaningofwhatis happeningtous(Clancey,1995). LaveandWengernotethefollowingregardingsituatedlearning: Learningtakesplace,nomatterwhicheducationalformprovidesacontextfor learning,orwhetherthereisanyintentionaleducationalformatall.Indeed,this viewpointmakesafundamentaldistinctionbetweenlearningandintentional instruction.Suchdecouplingdoesnotdenythatlearningtakesplacewherethereis teaching,butdoesnottakeintentionalinstructiontobeinitselfthesourceorcauseof learning,andthusdoesnotblunttheclaimthatwhatgetslearnedisproblematicwith respecttowhatistaught.(p.4041)

36 SituatedlearninghasitsoriginsinDeweysworkonexperience,interaction, reflection,andinformaleducation.Dewey(1916)explainsthattolearnfromexperience meanstomakeaconnectionforwardandbackwardsbetweenthethingswedotherefore,we learnandmakemeaningofthisexperienceanddiscoverthegoodandbadconsequences.In respecttoreflectionthatstemsfromexperience,Dewey(1916)believesthatthereisno meaningfulexperiencepossiblewithoutsomethoughtandreflection.Heexplainswhenwe experiencesomethingandwefailinthisexperience,wetryagainandagainandthrough reflection,wetrygetthingsrightandmaketheexperiencevaluableandcomprehensible. Dewey(1916)statesthatapersonwhoseactivitiesareassociatedwithotherpeoplehasa socialenvironment.Hebelievesthatapersonwithinasocialenvironmentcannotperformhis orherownactivitywithouttakingothersactivityintoaccountandwithoutbeingaffected andinfluencedbythem.Dewey(1916)statesthatacommunityorsocialgroupsustainsitself bycontinuousgrowth.Heexplainsthatthissustainabilityandstabilityofthegrouphappens whenthenovicemembersofthegroupstarttodevelopandgrowandmovetowardanexpert level. Situatedlearningtheorystatesthatlearningoccursthrougheverydaysocialactivities withineverydaysettings(Marsick&Watkins,2001).Facultymemberstransitionfrom traditionaltoonlineenvironmentsmaybeviewedasasocialactivitybecauseintheir transition,theyareincontactwiththeirstudents,theircolleaguesandotherswhomayaffect thisprocess.Allareasocialnetworkratherthaninisolationandperhaps,itiswithinthese socialinteractionsthattheybegintoquestiontheirassumptionsaboutteachingandlearning.

37 LaveandWenger(1991)andWenger(1998)believethattheconceptsof participation,identityandpracticearecentraltosituatedlearning.Wenger(1998)argues that humansaresocialbeingsandinorderforthemtolearn,theymustacquireknowledge throughunderstandingasituation,cometoknowthatknowledgebyparticipatingintheir practiceandthenmakingmeaningofwhattheyexperience. Wenger(1998)definesfourcomponentsasaprocessoflearningandknowingthese fourcomponentsworkingtogetherassistfacultymembersduringchangeandtransformation. Thesecomponentsinclude: 1. Meaning:awayoftalkingaboutour(changing)abilityindividuallyand collectivelytoexperienceourlifeandtheworldasmeaningful. 2. Practice:awayoftalkingaboutthesharedhistoricalandsocialresources, frameworks,andperspectivesthatcansustainmutualengagementinaction. 3. Community:awayoftalkingaboutthesocialconfigurationsonwhichour enterprisesaredefinedasworthpursuingandourparticipationisrecognizable competence. 4. Identity:awayoftalkingabouthowlearningchangeswhoweareandcreates personalhistoriesofbecominginthecontextofourcommunities.(p.49) Lave(2004)explainsthatlearningisconcernednotonlywithdevelopingwaysof knowingandpractice,butalsowithunderstandingwhoweareandwhatpotentialwehave. ThisiswhatWenger(1998)referstoasidentity.Wenger(1998)drawsaparallelbetween practiceandidentity,andexpressesidentityinthefollowingways: 1. Identityasnegotiatedexperience

38 2. Identityascommunitymembership 3. Identityaslearningtrajectory 4. Identityasnexusofmultimembership 5. Identityasarelationbetweenthelocalandtheglobal.(p.149) Intryingtounderstandwhoweareanddevelopingasenseofself,wecangothrough atransformativelearningprocesstohelpusdevelopapersonalsenseofidentity(Cranton, 2000a).Itisinthistransformativejourneythatwequestionourassumptionsandnormsand seehowourvaluesaredifferentfromandthesameasthoseofothersinthecommunityand environmentthatweexistandtrytomakemeaningofourexperience(Cranton,2000a). Accordingtosomescholarsgroundedinthecognitiveperspective,asituatedlearning experiencehasfourmajorpremisesguidingthedevelopmentofactivities(Andersonetal., 1996Stein,1998Wilson,1993).Firstisthatlearningisgroundedintheactionsofeveryday situations(Andersonetal.,1996).Second,theknowledgeisacquiredthroughasituationand transfersonlytosimilarsituations(Andersonetal.,1996).Thethirdpremiseisthatlearning istheresultofasocialprocessthatincludeswaysofthinking,understanding,problem solving,andinteractingwithothers(Andersonetal.,1996).Thefourthisthatlearningisnot separatedfromtheactionbutexistsintheenvironments(Andersonetal.,1996).Thesefour premisesseparatesituatedlearningfromothertypesoflearning.However,thiscognitive challengehasbeencritiquedbyscholars,includingGreeno(1997),whohaveprovided evidencetocontradictthesepremises. Greeno(1997)suggestedthatthesefourpremisesdonotaccuratelyreflectthe situatedlearningperspective.Hefoundthattheircritiqueseemedtohavemissedthepoint

39 aboutwhatisimportantinsituatedlearning.Inthesituatedlearningperspective,thefocusis on interactions,whichleadtoindividual participation.Thecognitiveperspectivedoesnot presenttheideaofinfluenceofexternalforcesonindividuallearningbecauseitisfocusedon theinternalitiesofcognition,nottheexternalitiesofalearningsystem.Greeno(1997) believesthatinsituatedlearning,knowledgeisnotjustin thehead,butratherknowledge consistsinthewaysapersoninteractswithotherpeopleandsituations.Greenosconcern abouttheeffectsofoutsideinfluenceonindividuallearningissimilartoonethatDewey (1916)maderegardingthefactthattheactivitiesofanindividualinsocialenvironment cannotbewithouttheinfluenceoftheothermembersofthesocialgroup. Greeno(1997)statesthatsituatedlearningdoesnotsaythatgrouplearningwill alwaysbeproductive,regardlessofhowitisorganized,orthatindividualpracticecannot contributetoapersonsbecomingamoresuccessfulparticipantinsocialpractices(Greeno, 1997).Itrequiresvariouslearningsituations.Greeno(1997)statesthatfromtheperspective ofsituatedlearning,successfultransfermeansimprovedparticipation.Healsoclaimsthat situatedlearningdoesnotassumethatlearningtransferbetweenvariouslearningsituationsis impossible,likeAndersonsetal(1996)premisessuggest.Situatedlearningscholarslookat howknowledgeisshapedandusedinpracticebythelargersystemlearnerscarryintothe practicewhattheyhavealreadylearnedandthenitisreshapedintothenewcontext. Alsoopposingthecognitivescholarsview,Stein(1998)suggestedtherearefour elementsofsituatedlearning:content,context,communityofpractice,andparticipation. Situatedlearningemphasizeshigherorderthinkingprocessesratherthanlearningfacts independentofthereallivesoftheparticipants(Choi&Hannafin,1995).Contentsituatedin

40 learnersdailyexperiencesbecomesthemeanstoengageinreflectivethinking(Shor,1996). Acommunityofpracticeprovidesanenvironmentforsocialinteractionbetweenlearnersto haveadialogueanddiscusstheirlearningandperspectives(Brown,1994Lave&Wenger, 1991).Itisinparticipationinadialoguewithotherlearnersthatknowledgeisshared,a communityisformed,anddialogueoccurs(Lave,1988).Stein(1998)statesthatlearning becomesaprocessofreflecting,interpreting,andnegotiatingmeaningamongthe participantsofacommunity. Afacultymemberasalearnercanbecomeenculturated(Brownetal.,1989Lave& Wenger,1991).Theseauthorsstatethatcultureiswhatdeterminesthewaythefaculty membersseetheworldthroughinteractionandobservationwiththemembersoftheculture, facultymemberswillpickupnewlearningwithwhichtoactinaccordance.Enculturation allowsthefacultymemberstosolvemostoftheirproblemsintheirownsituatedway, meaningthattheycansolvetheirproblemswithintheframeworkofthecontextthat producedthem,andtheywillbeabletosharetheproblemwiththeirenvironmentandreceive responseinrealtime(Brownetal.,1989). Theacknowledgedroleofthewiderlearningsystemonindividuallearningimplies thatthecognitiveperspectiveislimitedinitscapabilitytoanalyzethelargersystem.Brown etal.(1989)statethatknowledgeiscontextuallysituatedanditisinfluencedbytheactivity, context,andcultureinwhichitisused.Theresearchersbelievethatwhatislearnedis mergedtogetherwithhowitislearnedandused.Brownetal.(1989)explainthatknowledge, insomeways,issimilartoasetoftools. Liketools,knowledgecanonlybefullyunderstood throughitsuse,andusingknowledgeincludesbothchangingtheusersviewoftheworld

41 andadoptingthebeliefsystemofthecultureinwhichknowledgeisused(Brownetal., 1989). Brownetal.(1989)believethatwhenaconceptislearned,itwillcontinuallyevolve witheachnewoccasioninwhichitisused.Thisevolutionissobecausenewsituationsand activitiesgivethatoriginalconceptanewlightandform.Andersonetal.(1996)disagree withthisconceptandbelievethattheacquiredknowledgetransfersonlytoasimilar situation.However,Greeno(1997)disagreeswithAndersonetal.andclaimsthattransferof knowledgehappensthroughparticipation,thatwhenanindividuallearnssomething,they reshapethisnewknowledgeinanewcontext.IagreewithGreenoscritiqueofAndersonet al.becauseinmypilotstudywiththegraduatefacultymembers,Iobservedthatthe knowledgethefacultymembersacquiredwasconstantlyevolvingwitheachsituationthey encounteredandthattheywereabletocarrytheirnewlearningintodifferentsituationsand shapeittomeettheirneeds.ThisconceptseemssimilartoBatesons(1994)metaphorofa spiral.Sheusesthemetaphorofaspiralforhowwelearn,likethespiral,alwaysexpanding, yetalwayscirclingbackonitself. Spirallearningmovesthroughcomplexitywithpartialunderstanding,allowingfor laterreturns.Forsomepeople,whatisambiguousandnotimmediatelyapplicableis discarded,whileforothers,muchthatisunclearisvaguely retained,takeninwith peripheralvisionforpossiblelaterclarification.(p.243) Intheirtransitionperiod,thefacultymembersarebombardedwithchallengesfrom dealingwithstudents,totechnicaldifficulties,totheirownlearning,andcomingtoterms withtheirenvironmentasonlineteachers.Withallthischaosaroundthem,theywillnotbe

42 abletomakesenseofeveryexperience,butastimegoesby,andtheygetfamiliarwiththeir surroundingsandlearnwhattheyneedtolearntoguaranteetheirsuccessinthenew environment,theyeventuallycomefullcirclewiththeirexperiencesandhaveaspiral learningexperienceasBatesonexplains.Shesaysthatwemustexplorehowwethinkand makesenseoftheworldthroughstories,howwelearnfromexperience,whetherwelearn bestthroughparticipationorthroughinstruction,andinwhatorderthesearemosteffective. McLellan(1996)statesthatreflectionisanimportantcomponentofsituatedlearning, whileNorman(1993)explainsthatwemustnotacceptexperienceasasubstituteforthought andthatthecognitiveprocessinghappensintheheadsofindividuals.Hesaysthatinorderto understandhowlearningtakesplaceonecannotlookjustatthesituation,ortheenvironment, ortheindividual.Allmustbetakenintoconsiderationsincetheyallaffectoneanother. Whilethisconceptmayseemtrueforthefacultymembersintransitionfromfaceto facetoonlineclassrooms,manyresearchersbelievethatwheninanewenvironment, teachingandlearningassumptionsmustberenegotiatedandwhatthismeansintheir communityofpractice(Billett,2001Lave,1988Lave&Wenger,1991Wenger,1998). Thefacultymembersintransitioninitiallylearnbyobservationandactiveparticipation withintheircommunityofpractice.Asthefacultymemberscomfortlevelsincreaseandthe newenvironmentbeginstomakesensetothem,theybegintolearn.Thefacultymembers levelofparticipationandlearningincreasesastheymovefromperipheraltoamorecentral roleofparticipation.Sincesituatedlearningoccursineverydayactivities,thefaculty memberswillconsciouslyorunconsciouslybeginquestioningtheirteachingandlearning assumptions(Lave&Wenger,1991).

43 Clancey(1995)statesthatthesituatedlearningdiscussionsoftenrefertotheideaofa communityofpractice.Heexplainsthatthisisawayofdescribinganygroupofpeoplewho worktogethertoaccomplishsomeactivity,whichusuallyinvolvescollaborationbetween individualswithdifferentexperiences. CommunitiesofPractice LaveandWengerfirstintroducedtheconceptofacommunityofpracticein1991. Wenger(1998)statesthatcommunitiesofpracticearegroupsofpeoplewhoshare enthusiasmorinterestforsomethingtheydoandlearnhowtodoitbetterastheyinteract witheachother.Wenger,McDermott,andSnyder(2002)similarlydefinecommunitiesof practiceasgroupsofpeoplewhoshareaconcern,asetofproblems,orapassionabouta topic,andwhodeepentheirknowledgeandexpertiseinthisareabyinteractingonan ongoingbasis(p.7).LaveandWenger(1991)arguethatcommunitiesofpracticeare everywhere.Theysaythatlearningcanhappeninasocialprocesswherepeoplecan participateatdifferentlevels. CentraltoLaveandWengers(1991)notionofacommunityofpracticeasameans ofacquiringknowledgeistheprocessbywhichnewlearners,astheylearnfromothers, movefromperipheraltofullparticipationinthecommunity.LaveandWengercalledthis processlegitimateperipheralparticipation. Legitimateperipheralparticipationprovidesawaytospeakabouttherelations betweennewcomersandoldtimers,andaboutactivities,identities,artifacts,and communitiesofknowledgeandpractice.Apersonsintentionstolearnareengaged andthemeaningoflearningisconfiguredthroughtheprocessofbecomingafull

44 participantinasocioculturalpractice.Thissocialprocess,includes,indeedit subsumes,thelearningofknowledgeableskills.(Lave&Wenger,1991,p.29) Brownetal.(1989)believethatinorderforlearningtohappen,thefacultymember musthaveaccesstoacultureandbecomewhatLaveandWenger(1991)callalegitimate peripheralparticipant.Inlegitimateperipheralparticipation,LaveandWenger(1991) provideawaytospeakabouttherelationsbetweennewcomersandoldtimersandhow newcomersbecomepartofacommunityofpractice.Asaresultoflearning,newcomerscan becomefullparticipantsofasocioculturalpractice.LaveandWenger(1991)statethat engagementinasocialpracticeentailslearning,whichisanintegralpartoflegitimate peripheralparticipation. LaveandWenger(1991)uselegitimateperipheralparticipationtocharacterizethe processbywhichnewcomersbecomeincludedinacommunityofpracticewheretheir learningtakesplacethroughparticipation.Wenger(1998)statesthattherearetwotypesof modificationrequiredtomakeparticipationpossible:peripheralparticipationandlegitimacy. Peripheralityapproximatesfullparticipation,whichallowsthenewcomerstoengageina communityandprovidesthemwithasenseofhowacommunityworks.Legitimacymeans thenewcomersaretreatedaspotentialmembersofacommunity.Assuch,legitimacyallows thenewcomerstomakemistakesbutthenenablesthemtoturnthesemistakesintolearning opportunitiesratherthandismissals(Wenger,1998). LaveandWenger(1991)statethatlegitimateperipheralityincludesthenotionof socialstructuresthatinvolverelationsofpower.Theyarguethatasthelearnermovesfrom peripheralitytowardsamoreintensiveparticipation,thelearnerbecomesempowered.Lave

45 andWenger(1991)explainthatifthelearnersarenotallowedalegitimateparticipationin thecommunitythenthelearnerisplacedinadisempoweringposition.LaveandWenger (1991)explainthatlegitimateperipheralparticipationhasledtotheemphasisona developmentalcycleinacommunityofpracticewhere,inagradualprocess,thelearner gainstheidentityof afullparticipantandapractitioner. Therecouldbealinkdrawnbetweentheconceptoflegitimateperipheral participationandthefacultymembersjourneyfromfacetofacetoonlineclassrooms.As thefacultymembersstarttheirtransitiontoanonlineenvironment,theyareattheperiphery oftheonlinefacultycommunity.Atthisstage,theyarebeginnersinthistransition,feel powerless,andareverymuchnovicesatonlineteachingandlearning.Butthroughtheir interactionwiththeircolleagues,students,technicalsupport,theresearchliterature,andthe onlineenvironment,theybegantolearnandinadevelopmentalprocess,begintomovefrom alegitimateperipheralparticipationtogaininganidentityasanonlineinstructorand becomingafullparticipantintheircommunityofpractice.Atthispointintheirexperience, thefacultymembersbegintheirparticipationinthiscommunitywithasharedmeaning. Thistransitionfromperipheralparticipationtoacentralparticipationmaygenerate changeandtransformationinthefacultymembersbeliefsandassumptionsinteachingand learning.However,inthetransitionfromafacetofacetoanonlineenvironment,ifthe facultymembersaresomehowmarginalizedbynotreceivingthesupportthattheyneedto makeatotalandcompletetransitionandiftheyarenotallowedalegitimateparticipationin thecommunity,thefacultymemberswillremainontheperipheryoftheircommunityof practice.Theywillfeeldisempoweredandwillnotbeabletoformtheirownidentity.Itis

46 throughthisdevelopmentalmovementfromtheperipherytothecenterthatthefaculty memberswillfeelchallengedandwillbeabletochangeandtransformotherwise,therewill benomovementandtherefore,nogrowth. AvisandFisher(2006)statethatengagementincommunitiesofpracticehas increasinglybeenseenasanimportantaspectofadultlearning.Theybelievethat participationwithinsuchcommunitiesprovidesadialogicspaceforlearning.Inthe communityofpracticeliterature,learningisviewedasasocialactivitythatoccursasnew learnersmovethroughanestablishedcommunitysprofessionalhierarchytowardexpertise (Brown&Duguid,1996Lave&Wenger,1991Wenger,1998).Learningopportunities occurthroughinformalinteractionamongcolleaguesinthecontextofwork.Newlearners gainaccesstothecommunitysprofessionalknowledgeinauthenticcontextsthrough encounterswithpeople,tools,tasks,andsocialnorms(Schlager,Fusco,&Schank,2002). Schlageretal.(2002)statethatnewpracticesandtechnologiesareadoptedbythe communitiesofpracticethroughtheirimplementationovertime. LaveandWenger(1991)originallydescribedacommunityofpracticeasasetof relationsamongpersons,activity andworld,overtimeandinrelationwithothertangential andoverlappingcommunitiesofpractice.LaterWenger(1998)abandonedtheideaof processlegitimateperipheralparticipationanddescribedcommunitiesofpracticeintermsof fourfundamentalsofparticipationvs.reification,designedvs.emergent,identificationvs. negotiability,andlocalvs.global.

47 Wenger(1998)explainsthat beingaliveashumanbeingsmeansthatweareconstantlyengagedinthepursuitof enterprisesofallkinds,from ensuringourphysicalsurvivaltoseekingthemostlofty pleasures.Aswedefinetheseenterprisesandengageintheirpursuittogether,we interactwitheachotherandwiththeworldandwetuneourrelationswitheachother andwiththeworldaccordingly.Inotherwordswelearn.Overtime,thiscollective learningresultsinpracticesthatreflectboththepursuitofourenterprisesandthe attendantsocialrelations.Thesepracticesarethusthepropertyofakindof communitycreatedovertimebythesustainedpursuitofasharedenterprise.Itmakes sense,thereforetocallthesekindsofcommunities,communitiesofpractice.(p.45) Wenger(1998)explainsthatparticipantsarebroughttogetherbyjoiningincommon activitiesandbywhattheyhavelearnedthroughtheirmutualactivitieshegoesontoargue thatacommunityofpracticeisdifferentfromacommunityofinterestsinceitinvolvesa sharedpractice.Thisclaimholdstrueforthefacultymemberssincetheyareonajourneyto transitionfromatraditionaltoanonlineenvironment.Wenger(1998)statesthatin communitiesofpractice,onemustrethinktheconceptoflearning.Hestatesthatfor individuals,learningisanissueofengaginginandcontributingtothepracticeoftheir communitiesandforcommunities,learningisanissueofrefiningtheirpracticeand ensuringnewagenerationofmembers(p.73). Acommunityofpracticehasthreedimensions:whatitisabout,howitfunctions,and whatcapabilityithasproduced(Wenger,1998).Withinacommunityofpracticetheremust beamutualagreementandengagementbetweentheparticipants.Theparticipantsare

48 engagedinactionswheretheymustnegotiatemeaningsoftheirpracticeandactionswith eachother.Similarly,thetransitioningfacultymembershavetonegotiatetheirteachingand learningassumptionsinaccordancetothesituationtheyareinandtheirinteractionswithin thecommunity.Theirsharedpracticewiththeirstudents,colleaguesandcommunityis complexanddiverse.Theserelationshipsincludepowerstrugglesanddependence,pleasure, allianceandcompetition,collaboration,expertise,helplessness,successandfailure,anger andtenderness,trustandsuspicion,friendshipandhatred,easeandstruggle,authorityand collegialityandmanymore(Wenger,1998). LaveandWenger(1991)arguethatacommunityofpracticeinvolvesmorethanthe justtechnicalknowledgeorskillinvolvedwithcompletingatask.Theybelievethatthe participantsareinvolvedinaseriesof relationshipsandcommunitiesdeveloparoundthings thatmattertopeople(Wenger,1998).Wenger(1998)statesthatthefactthattheparticipants areconcentratingonandaroundaspecificknowledgeoractivityallowsthemtofeelasense ofcommunity,camaraderieandidentity.Lieberman(1996)andRnyi(1996)arguethat communitiesofpracticecanbepowerfulcatalystsforenablingfacultymemberstoimprove theirpractice. Summary Inthissection,Ihavediscussedtheliteratureonsituatedlearningandcommunitiesof practiceandhaveestablishedthattheselearningtheoriesareusefultoanalyzetheexperience offacultymembersastheytransitionfromfacetofacetoonlineteaching.Thefaculty membersaresituatedwithintheirenvironmentanditisinthiscontextthattheyexperience, reflect,learn,andmakemeaningoftheirexperiences.Also,facultymembersarenotin

49 isolation.Itisthroughthefacultymemberscommunitiesofpracticethattheyshareand exchangeideaswiththeirsurroundingenvironmentthatformsandframestheirexperiences. Soitisinthissituatednessandcommunitiesofpracticethatfacultymemberslearnandteach. PartIII.TransformativeLearningTheory Inordertobeabletoaddresstheresearchquestions,Isawitnecessarytoincludethe literatureontransformativelearningtheory.Asfacultymemberstransitionfromtraditionalto onlineenvironmentsandgothroughthistransitionoflearningandteachingintheir communitiesofpracticethroughinteractionwiththeirstudents,colleaguesandtheir surroundingenvironment,theymightencountersometransformationintheirlearningand teachingassumptionsaswell.Inthissection,Ihavegivenanoverviewandhistoryofthe transformativelearningtheoryandhavepointedoutthecriticismsofthistheory.Ihave discussedthedifferentperspectivesonthetransformativelearningtheoryandprovideda conceptualmapofthetheory.Ihavealsodiscussedtherelationshipbetweentransformative learningtheoryandotheradultlearningtheoriesandhowtransformativelearningfitsamong thesetheories. Thisliteraturereviewhasprovenhelpfulindescribingthekindsoftransitionsthe facultymembersexperience.Additionally,identificationandquestioningofassumptionshas beenakeyelementofthisstudyandisatthecoreoftransformativelearningtheory.Atthe endofthissection,thereisasummaryoftheentireliteraturereviewchapterandan explanationofhowthisliteraturehasassistedinaddressingtheresearchquestions.

50 OverviewofTransformativeLearningTheory In1978,JackMezirowintroducedtheconceptoftransformativelearningwhile investigatingthelearningexperiencesofwomenreturningtocollegeafteranextendedtime (ascitedinTaylor,1998Merriam&Caffarella,1999Mezirow&Associates,2000). Transformativelearningtheoryispartlyadevelopmentalprocess,butitisbetterunderstood astheprocessofusingapriorinterpretationtoconstrueaneworrevisedinterpretationofthe meaningofonesexperienceinordertoguidefutureaction(Mezirow,1996Taylor,1998). TaylorexplainsthatMeziroworiginallyconceptualizedtransformativelearningasalinear processresultingfromasingle,dramaticevent.Overtime,however,itcametobeunderstood thattransformativelearningcanbealongcumulativeprocessandperhapsspirallike (Cranton,2000bTaylor,2000). Cranton(2006)definestransformativelearningaprocessbywhichprevious assumptions,beliefs,valuesandperspectivesarequestionedandthereforehavebecomemore understandable,openandjustified.Whensomethingunexpectedhappenswherethesituation doesnotfitwithintheirexpectationsbasedontheirpastexperiences,peoplehavetomakea choiceofwhethertodismisstheoccurrenceorquestionit(Cranton,2006).Whenpeople criticallyreflectandexaminetheirexpectations,revisethemandactonthenewpointof view,itisthenthattransformationhasoccurred(Cranton,2006).Sheexplainsthatrolesof imagination,intuition,soulandaffectareafewperspectivesthathavebeenaddedtothe originaltheory. Cranton(2006)statesthatbytakingtheirlearningstylesintoconsideration,wecan betterunderstandthetransformationpeopleexperience.Cranton(2006)states that

51 transformativelearningisnodoubtvoluntary,whereaspeopledonotalwayssetoutto criticallyquestiontheirbeliefsandvalues.Shebelievesthatmanytimestransformative learningispromptedbyanoutsideeventthatmaybeunexpected.Shealsoexplainsthatthe waypeopleexperiencetransformationdependsontheirlearningstyle. Transformativelearningtheoryisbasedonconstructivistassumptions(Cranton, 2006).Thismeansthatthatmeaningmakingexistswithinourselvesandnotexternally.She statesthatweconstructmeaningfromourexperiencesandvalidateitthroughinteractions withourcommunity. UnderstandingTransformativeLearningTheory Transformativetheorydoesnotderivefromanextensionofanexistingtheoryor tradition(Mezirow,1991Cranton,1994).Transformativetheoryhasitscontextin constructivism,criticaltheory,anddeconstructivisminsocialtheory,aswellasinthe cognitiverevolutioninpsychology(Mezirow,1991).Throughtransformativelearning theory,researchershavefoundthatitisnotsomuchwhathappenstopeople,buthowthey interpretandexplainwhathappenstothemthatdeterminetheiractions,hopes,contentment, emotionalwellbeing,andperformance(Mezirow,1991Mezirow,2000).Mezirowdrawson theworkofJurgenHabermas,butdoesnotwritefromtheperspectivesoftheFrankfurt Schoolofcriticaltheory,withwhichHabermasisassociated(Mezirow,1991). InfluenceofPauloFreire Intheearly1970s,whilereviewingtheworkofPauloFreire,Mezirowrealizedthat theconceptsofconscientization,power,andthecentralityofconscientizationintheprocess oflearning(Mezirow,1991)weremissingfromhisworkwithdevelopingadultliteracy

52 programswhereadultsachieveadeepeningawarenessof boththesocioculturalrealitywhich shapestheirlivesandtheircapacitytotransformthatrealitythroughactionuponit(Freire, 1983).Thisnewbodyofliteraturestimulatedtherealizationthatsocialdimensionsand powerplayabigroleindetermininghowmeaningperspectivesareformedand transformationoccurs.LikeHabermas,Freiresprimarydifficultywithsocietyisthatin modernsociety,humanbeingslackfreedomtheyalsolackfocusontransformed consciousness(Freire,1983).Freirewantspeopletodevelopfurther,reflectingandactingon transformationoftheirworldsoitcanbeamoreequitableplacetolive(Taylor,1998). UnlikeMezirowsfocusonpersonaltransformation,Freireismoreconcernedaboutsocial transformationandunveilingofrealitybytheoppressedthroughtheawakeningoftheir criticalconsciousness(Taylor,1998). LikeMezirow,Freireseescriticalreflectionascentraltotransformationhowever, Freireseesthepurposeofcriticalreflectioninrediscoveryofpower.Hebelievesthatthe morecriticallyawarelearnersbecome,themoretheyareabletotransformthesocietyand thus,theirownreality(Taylor,1998).ForMezirow,transformationisfirstapersonal experiencethatempowersapersontoreintegrateoractontheworldiftheychoose.Mezirow believesthatpersonaltransformationinandofitselfissufficient.Mezirowlinkshimself conceptuallytoFreirebylinkingconscientizationtocriticalreflection(Taylor,1998).The objectiveofconscientizationistogivepowertotheknowledgeandresourcesofgroupsby facilitatingalearningprocessthatbecomescriticalselfreflection,givinglearnersdialogical consciousness,andpotentially,liberation(Freire,1983).

53 InfluenceofRogerGould ThepsychiatristRogerGouldinfluencedtheworkofJackMezirowin1978, broadeninghisunderstandingofwhathehaddefinedastransformativelearning.Gouldwas attemptingtodevelopwaysofadaptingapproachesofpsychotherapytoaneducational formatusingworkbooksandworkshops.Bylookingatadultlearnerswhohadovercome childhoodlearningimpedimentsthroughatransformativelearningexperience,Mezirow realizedtheimportanceofaddingapsychologicaldimensiontohistheory(Mezirow,1991). MezirowconsideredthisanaturalextensionoftheworkofPauloFreireonconscientization andsocialassumptions,whereFreireconcentratedonsocialchangeandMezirowfocusedon personaltransformation(Merriam&Caffarella,1999).Conscientizationisdefinedas developingconsciousnessbutaconsciousnessthatisunderstoodtohavethepowerto transformreality(Taylor1993,p.52).Conscientizationreferstoalearningprocessinwhich people,asknowingsubjects,achieveadeepeningawarenessofboththesocioculturalreality thatshapestheirlivesandoftheircapacitytotransformthatreality(Freire,1983). InfluenceofHabermas Inordertounderstandtransformativelearning,aneducatormustunderstandthe differenttypesoflearningadultsengagein(Cranton,1994).Transformativelearningoffers anexplanationforchangeinmeaningstructuresthatevolvesinthedomainsoflearning basedonHabermasdimensionsoflearning(ascitedinTaylor,1998).Habermas differentiatesthreeprimaryareasinwhichhumaninterestproducesknowledge.Theseareas determinethemodeofdiscoveringknowledge.Theyalsodefinecognitiveinterestsor

54 learningdomainsandaregroundedindifferentaspectsofsocialexistencesuchaswork, interaction,andpower(Roderick,1986). Habermas(1984)statedthatdifferenthumaninterestsrequiredifferentformsof knowledge,leadinghimtoclassifyknowledgeasinstrumental,practical,oremancipatory. Instrumentalknowledgeisdefinedasaninterestincontrollingandmanipulatingtheexternal environment,whichrequirescomprehensionofcausalrelationshipsbetweenevents.Practical knowledgeisidentifiedasaninterestinunderstandingeachotherthroughlanguage,which leadstounderstandingaboutsocialnorms,culturalvalues,andtraditions.Emancipatory knowledgeischaracterizedasaninterestinunderstandingourselvesandmaintainingour freedom.Thistypeofknowledgeincludestheknowledgeofinfluenceofpastexperiences andsocialcontext. Habermasclassifiedpeoplesinterestsintothreecategories:technical,practical,and emancipatory(Cranton,1994).Technicalinterestsarebasedontheneedtocontrolthe outsideenvironment(Bullough&Goldstein,1984).Practicalinterestsarereflectedin peoplesuseoflanguagetofurthermutualunderstandingandcoordinatesocialactionsto satisfyneedsandinterests(Ewert,1991).Emancipatoryinterestsarereflectedinpeoples drivetogrowanddevelopbothasindividualsandinrelationtogroups(Bullough& Goldstein,1984). BasedonHabermasclassificationofinterestsandknowledge,Mezirowdescribes threelearningdomains:instrumentallearning,communicativelearning,andemancipatory learning(Mezirow,1991Cranton,1994).Determiningcauseeffectrelationshipsand learningthroughtaskorientedproblemsolvingiscentraltoinstrumentallearning(Mezirow,

55 1991).Thistypeoflearninginvolvesforminghypothesesaboutobservableevents,making predictionsaboutthem,andevaluatingoutcomes(Cranton,1994).Communicativelearning includeslearningtounderstandwhatothersmeanandlearningtomakeourselvesunderstood (Mezirow,1991).Mezirowseesthisdomainasencompassingmostoflearninginadulthood (Cranton,1994). Althoughproblemsolvingmaybeusedincommunicativelearning,theprocessis quitedifferentfrominstrumentallearning.Incommunicativelearning,thelearnerinteracts withothersthroughtheuseoflanguageandnonverbalcommunication.Itisaprocess influencedbysocialnormsthatprovideaframeofreferencefortheirunderstanding (Cranton,1994Mezirow,1991).Bycontrast,withinstrumentallearning,problemsolvingis taskorientedandaimsattechnicalcontrolandmanipulation(Mezirow,1991). Mezirow(1991)definesemancipatorylearningasemancipationfromlibidinal, linguistic,epistemic,institutionalorenvironmentalforcesthatlimitouroptionsandour rationalcontroloverourlivesbuthavebeentakenforgrantedorseenasbeyondhuman control(p.87).Mezirow(1991)believesthatemancipatorylearningisoften transformative(p.88).Mezirowstatedthatemancipatorylearningtakesplacethrough criticalselfreflection,includingreflectiononinstrumentalandcommunicativedomains (Mezirow,1991Cranton,1994),whichisinagreementwithhowHabermasenvisions communicativeandinstrumentallearning. Habermasrecognizedthecentralroleofcommunicativeandinstrumentallearning conceptsasmajordomainsoflearning.Healsorecognizedthecentralroleofdiscoursein validatingbeliefs,aswellasthenotionofreflectionasaformofselfformationthat

56 emancipatesasitdissolvestheconstrainingspellofunexaminedbeliefs(Roderick,1986). Mezirow(Mezirow&Associates,2000)findsthattransformativetheoryredefines emancipatorylearningasatransformationprocesspertainingtobothinstrumentaland communicativelearning.WiessnerandMezirow(2000)noteinreviewingthethreelearning domainsthatSusanCollard(ascitedinWiessner&Mezirow,2000)alsorecognized emancipatorylearningasaprocessthatpertainsindifferentwaystobothinstrumentaland communicativelearningdomains.Cranton(2006)arguesthatweoftencannotseparate differentkindsoflearningandthatmanytimes,differenttypesoflearningoccurtogether. InfluenceofIlleris IllerisbelievesthattheconceptoftransformativelearningasdefinedbyMezirow (1991)canbeunderstoodthroughPiagetsfourtypesoflearning.Illeris(2003a,2003b) explainsPiagesfourtypesoflearningascumulation,assimilation,accommodation,and personalitychange,whichincludesreorganizingthecognitive,emotional,andsocial dimensions.Illerisgoesontostatethatthefourthtypeoflearning,personalitychange,isthe resultofconfrontingacrisislikesituationcausedbychallengesconsideredurgentand unavoidable. InfluenceofOSullivan OSullivan(ascitedinMezirow,2000)hasabroaderdefinitionoftransformative learningthatisconcernedwithgreaterrespectandunderstandingoftheplanet.Withinthe contextofecologicalconsciousness,Dalozplacesemphasisoninterdependencyof consciousness(ascitedinOSullivan&Taylor,2004).Heusestheterminterdependenceto identifyanewglobalphenomenonbroughtonbytechnologicaldevelopments,tomakea

57 phenomenologicalassertionaboutthenatureofreality,andtodescribeahighlydeveloped wayofmakingmeaning(ascitedinOSullivan&Taylor,2004).Dalozgoesontoexplain thatthisconsciousnesswillbringaboutculturaltransformationintheecologicalsystem(as citedinOSullivan&Taylor,2004). OSullivansuseofthetermtransformationisbothrigorousandcomplex.Hestates thattheplanetsarelookingforsomeprofoundanddeeplyneededchangethatappearstobe atanorderofmagnitudethatwehavenotexperiencedbefore.Hebelievesthatthesechanges willoffernewandwonderfulpossibilitiesbutthatwemustunderstandthatthesechanges willbringalongtheirownuniqueproblemsandlimitations.OSullivannotesthattheburden of responsibilityonhumansinthistransformationisgreat,sincewehavethemostsignificant influenceonthedirectionitwilltakewehavethepowertomakelifeextinct.Thechallenge iseducationinalltheseareas.Educationmustbewithinthecontextofatransformative visionbykeepingconcernsfortheplanetattheforefront(OSullivan,1999). RoleofCriticalReflection Developmentofcriticaltheoryandcriticalreflectionasthemeansofunmasking hegemonicideologystemsfromtheworkofHabermas(ascitedinBrookfield,2000). AlthoughMezirowconsiderscriticalreflectioncentraltotransformativelearning,Brookfield (2000)statesthatcriticalreflectionisnecessarybutnotsufficientfortransformativelearning. Heholdsthattransformativelearningcannothappenwithoutcriticalreflection,butcritical reflectioncanhappenwithouttransformationinperspective(Mezirow,1991Grabove,1997 Taylor,1997Brookfield,2000Wiessner&Mezirow,2000).

58 Mezirowsuggestedthatanindividualmightgothroughatransformativeexperience whenfacedwithadisorientingevent(Mezirow,1991Cranton,1994)andcouldgothrough thecriticalreflectionprocessasaresultofthisdisorientation(Mezirow,1991Cranton, 1994).LookingatastudyconductedbyTaylor(1997),MezirowfoundthatTaylorwasin agreementwithhimaboutcriticalreflectionbeingcentraltoatransformationprocess (Wiessner&Mezirow,2000).However,Mezirowfurtherdeterminedthatcriticalreflection mustincludeintuition,feelings,empathy,spiritualityandotherfactorsoutsideoffocal awareness.Otherexaminationsoftheroleofcriticalreflectionintransformativelearning comefromMarsick(2003),whostatesthatmostreflectioninworkplacesissimplereflection ratherthancriticalStantonrelatescriticalreflectiontodevelopmentalstages(Belenkyetal., 1997)CrantonbelievesthatreflectionisdonedifferentlybydifferentpeopleandBrookfield (2000)believesthatpowerandhegemonyshouldbecentralfocusesforcriticalreflection (Wiessner&Mezirow,2000).Mezirow(1991)statesthatfromtheperspectiveof transformationtheory,criticalreflectiononassumptionsisanelementofthetransformative learningprocessbywhichwemaychallengeproblematicframesofreferenceinrelationto values,beliefs,feelings,narratives,orunderstandings. RoleofMeaningPerspective. Mezirowstheoryisabouthowadultsinterprettheirlifeexperiencesandhowthey makemeaningofit(Merriam&Caffarella,1999).Hedefineslearningasameaning makingactivity.Mezirow(1990,1996)definesmeaningschemesasspecificbeliefs, feelings,attitudes,andvaluejudgments.MeaningmakingMezirowdefinesasbroad, generalized,orientingdispositions.Itisaframeofreferenceorasetofexpectationsthatis

59 basedonpastexperiences(Cranton,1994Mezirow,1997Rossiter,1999).Mezirow(1991) believesthatinorderforlearnerstochangetheirmeaningschemes,bywhichhemeans specificbeliefs,attitudes,andemotional reactions,theymustengageincriticalreflectionon theirexperiences,whichinturnleadstoaperspectivetransformation.Perspective transformationreferstohowthemeaningstructuresthatadultshaveacquiredoveralifetime becometransformed.Thesemeaningstructuresareframesofreferencethatarebasedonthe totalityofindividualsculturalandcontextualexperiencesandthatinfluencehowthey behaveandinterpretevents(Taylor1998). TheconceptMezirowreferstoasmeaningperspectivewasintroducedasaparadigm byThomasKuhnin1962(Mezirow,1991).Itreferstoacollectionofwaysofseeing, methodsofinquiry,beliefs,ideas,values,andattitudesthatinfluencetheconductof scientificinquiry.ThecontextandterminologyusedbyKuhnweredifferentfromMezirow, butunderstandingoftransformativelearningwasinfluencedbytheconceptofaparadigm, whichiswidelyheldasafactorinthedevelopmentofscientificthought(Mezirow,1991). Meaningperspectivesarethelensesthrough whicheachpersonfilters,engagesand interpretstheworld(Mezirow,1990,1991Cranton,1994Taylor,1998, Taylor,2005). Learningcanconsistofachangeinoneofourbeliefsorattitudes(meaningschemes),orit canbeachangeinourentireperspective(Merriam&Caffarella,1999).Mezirowdescribes adultsashavingmeaningperspectives.Heexplainsthatweexpecttoseethingsincertain waysbecauseofourpastexperiences(Mezirow,1991Cranton,1994),providingaframeof referenceforinterpretingwhathappenstous.Thisframeofreferencecomesfromtheway wegrewup,thecultureinwhichwelive,andwhatwehavepreviouslyexperienced

60 (Mezirow,1991Cranton,1994Belenkyetal.,1997Mezirow,1997Rossiter,1999). Mezirow(1991)explainsthateventhoughtransformationofmeaningperspectivesoccurs lessfrequently,itismorelikelytoinvolveoursenseofselfandalwaysinvolvescritical reflection. Aframeofreferenceisatypeofmeaningperspective(Mezirow,2000Cranton, 2006)andisthestructureofassumptionsandexpectationsthroughwhichwefilter impressions.Framesofreferencearetheresultofinterpretingexperiencesandaremadeup oftwodimensions:ahabitofmindandapointofview.Ahabitofmindisasetof assumptionsbroad,generalizeddispositionsthatactasafilterforinterpretingthemeaning ofexperiences(Mezirow,2000).Ahabitofmindbecomesexpressedasawayofbeing. Waysofbeingareclustersofmeaningschemessetsofimmediateexpectations,beliefs, feelings,attitudesandjudgmentsthatdirectandshapespecificinterpretations(Mezirow, 2000).Transformationsinhabitsofmindmaybeepochal,i.e.,asuddenanddramaticinsight, orincrementalorgradual,ormaysimplycauseawareness(Mezirow,1991Taylor,1998 Mezirow,2000).Ahabitofmindisawayofseeingtheworldbasedonourexperience, background,personalityandculture(Cranton,2006).Apointofviewisthewayweexpress ordemonstrateourhabitsofmindininteractionwithothers,whichisoftendone unconsciously. Mezirow(1990,1991,2000)definessixtypesofmeaningperspectives:epistemic, sociolinguistic,psychological,moralethical,philosophical,andaesthetic.Epistemicmeaning perspectivesarethoserelatedtoknowledgeandthewayweuseknowledge.Cranton(2006) believesthatepistemichabitsofmindarealsoaboutthewaywelearn,ourleaningstylesand

61 preferences.Sociolinguistichabitsofmindarebasedonpeoplessocialnorms,cultural expectations,socialization,andlanguage.Cranton(2006)statesthatsincewecanenterthe worldofotherswhoaredifferentfromus,itisnoteasytobringoutsociolinguistichabitsof mindtoconsciousnessandhavethemleadtotransformation.Psychologicalhabitsofmind relatetothewaypeopleseethemselvesasindividuals,suchastheirselfconcept,needs, inhibitions,anxieties,andpersonalitybasedpreferences.Moralethicalhabitsofmind incorporateconsciousnessandmorality,whichmeanshowpeopledefinegood andevil,how theyactontheirviews,andtowhatextenttheyseethemselvesresponsibleformeaning makingintheworld(Cranton,2006).Philosophicalhabitsofmindcanbebasedona transcendentalworldview,philosophy,orreligiousdoctrine(Cranton,2006).Aesthetichabits ofmindincludeourvalues,attitudesandjudgments.Theyarebasicallysociolinguistichabits ofmindandaredeterminedbythesocialnormsofthecommunityandculture(Cranton, 2006). OtherInfluences Mezirowstransformativelearningtheoryisderivedfromculturallyspecific conditionsassociatedwithdemocraticsocietiesandwiththedevelopmentofadulteducation asavocationinWesternEuropeandNorthAmerica(Mezirow&Associates,2000).He statesthattransformativelearningsharesthegoalsofenlightenment:toprovideself emancipationthroughselfunderstanding,toovercomesystematicallydistorted communication,andtostrengthenthecapacityforselfdeterminationthroughrational discourse(Mezirow,1991Cranton,1994).Transformativetheoryseekstoexplaintheway adultlearningisstructured,aswellasdeterminebywhatprocessestheframesofreference

62 throughwhichweviewandinterpretourexperiences(meaningperspective)arechangedor transformed(Mezirow,1991). CritiqueofTransformativeLearningTheory CollardandLaw.In1989thefirstcritiquesofMezirowstransformativelearning theorybegantoappear(Collard&Law,1989).UponcriticallyoutliningMezirowstheory, CollardandLawstatethatthefundamentalprobleminhistheoryisthelackofcoherent, comprehensivetheoryofsocialexchange(Collard&Law,1989,p.102)andexplainthat thisgapisevidentinMezirowsselectiveinterpretationandadaptationofHabermasand partiallydependentonproblemswithinHabermasownwork(Collard&Law, 1989,p.102).CollardandLawnotethatMezirowhaspaintedhimselfintoaHabermasian corner(Collard&Law,1989,p.105)andbelievethatMezirowsworkemphasizes individualtransformationandfailstoacknowledgethesocialenvironment. Mezirow(1989)respondstothiscritiquebyclarifyingthepointthathesees perspectivetransformationasanindividual,group,andcollectiveprocess.Mezirowgoeson tosaythatsocialactionisimportantbutnotastheonlygoalinadulteducationand emphasizesthatitisthedecisionofthelearnertotakeasteptowardsocialaction.Collard andLaw(1989)alsocriticizeMezirowforshiftinghisparadigmoflanguagejustas Habermashaddone.Mezirowarguesthathisseeingcriticalreflectionasapplicabletoboth instrumentalandcommunicativelearninghadnothingtodowithHabermaschangeinhis pointofview(Mezirow,1989,p.175). Hart.InresponsetothedebatebetweenMezirowandCollardandLaw,Hart(1990) entersthedebatebycriticizingMezirowsinterpretationofHabermastheoryof

63 communicativeactiononthebasisthatMezirowseveredthistheoryfromacritiqueofpower (Cranton,1994).HartstatesthatMezirowsclaimontheeducatorsroleofbeingwithout powerandasaresult,providingadistortedcontext,isinvalid.Hartfurtherarguesthatthe roleoftheeducatorcannotbeclearcut,particularlynotwhenpoweranddistortedformsof interactionandcommunicationareplacedatthecenterofoneseducationalprogram(1990, p.136). Cranton(1994)explainsthatwhetherornotMezirowneglectsthepowerissuesinhis theoryisquestionablehowever,CrantonfurtherstatesthatalthoughMezirowdoesnot defineordiscusspower,anawarenessofpowerseemstounderliehistheorysimplydueto thefactthatLearnerempowermentappearstobethecentralthemeinthehistoryofadult education(p.138).McDonaldetal.(1999)alsostatethattransformativelearningdoesnot adequately accountforpowerrelations.TheyexplainthatMezirowsperspectiveon transformativelearninglacksattentiontosocialtransformationsandtheequalizingofpower relationsinsociety. ClarkandWilson.IntheircritiqueofMezirowstransformativelearningtheory, ClarkandWilson(1991)criticizeMezirowforfailingtoaccountfortheculturalcontextof learning,assertingthatMezirowlimitshistheorytomasculine,white,middleclassvalues andthusfailstoreflectthevaluesheholdshimself.TheystatethatMezirowfailsto maintaintheessentiallinkbetweenthemeaningofexperienceandthecontextinwhichit risesandbywhichitisinterpreted(p.76). BoydandMyers.Mezirowviewstransformativetheoryashavingitsrootsin constructivism,criticaltheory,anddeconstructivismandthusdescribestheprocessofcritical

64 reflectionleadingtotransformationasconsciousandrational(Cranton,1994).Intheir criticismofMezirowstransformativelearningtheory,BoydandMyers(1988Boyd,1985 Boyd,1989)definepersonaltransformationwithinaframeworkofanalyticalpsychology (Jung,1969a1969b)andsuggestthattransformationisnotcompletelyrational,believing thatsymbolsandimagesplayaroleinthistransformation. Kegan.Kegan (2000)believesthatsomeoftheconceptsoftransformativelearningas identifiedbyMezirowneedtobemoreexplicit.Keganexplainsthattransformationaltypes oflearningneedtobemoreclearlydistinguishedfrominformationallearning.Hedefines informationallearningasatypeoflearningthatinvolvesakindofleadinginorfillinginof theformachangeinwhatweknow.Keganseetransformativelearningasachangeinhow weknow.Heexplainsthatthesetransformativechangesshouldnotrefertojustanykindof changebuttochangesinonesfundofknowledge,confidenceasalearner,andself perceptionasalearner(Kegan,2000). Mezirow(Mezirow&Associates,2000)explainsthatframesofreferencemadeupof habitsofmindandpointsofviewandthatatitsroot,aframeofreferenceisawayof knowing.Kegan(2000)explainsthatattheheartoftransformativelearningtherearetwo kindsofprocesses.Thefirstismeaningforming,whereindividualsshapemeaningoutof whattheyexperience.Thesecondprocessisreformingourmeaningforming,wherepeople changetheveryformthattheyaremakingoutofmeanings.Theseconceptsmeanpeopleare changingtheirepistemologies,whichKegandefinesasnotwhatweknowbutourwayof knowing(Kegan,2000).

65 InhiscritiqueofMezirow,Kegan(2000)suggeststhatitistheformthatis undergoingtransformationthatneedstobebetterunderstoodIfthereisnoform,thereisno transformation(p.48).Hesaysthatattheheartofaformisawayofknowing(Mezirows frameofreference)thustransformativelearningisalwaystosomeextentan epistemologicalchange,notachangeinbehaviororanincreaseinknowledge(Kegan,2000). Kegan(2000)believesthatwhiletheconceptoftransformativelearningneedstobe narrowedbyfocusingmoreontheepistemology,itneedstobebroadenedtoincludethe entirelifespanandnotadulteducationalone. BelenkyandStanton.AlthoughBelenkyandStanton(2000)acknowledgeMezirows transformativelearningtheoryforprovidingadetaileddescriptionofadevelopmental processendpointthatpeoplereachthroughtheirtransformation,theycriticizeMezirowfor nottracingthestepspeopletakebeforetheycanknowwhattheyknow(p.72).Another criticism fromBelenkyandStanton(2000)isthatintransformativelearningtheory,Mezirow assumesrelationsofequalityamongparticipantsinreflectivediscourse,buthealsoasserts thatInactuality,mosthumanrelationshipsareasymmetrical(p.73).Theybelievethat ignoringasymmetricalrelationshipshasseriousconsequences,thatindoingsowefailto supportpeoplereachingtheirfulldevelopmentalpotential,especiallywomenstrugglingto gainvoiceandpowerofmind(Belenky&Stanton,2000). Brookfield. Brookfield(2000)definesideologiesassetsofvalues,beliefs,myths, explanations,andjustificationsthatappeartrueanddesirable.Hebelievesthattheideaof ideologycritiqueiscentraltocriticalreflectionandtherefore,totransformation.Hedescribes ideologycritiqueastheprocessbywhichpeoplelearntorecognizehowuncriticallyaccepted

66 thedominantideologiesareembeddedinoureverydaylife.Brookfield(2000)explainsthat lookingatcriticalreflectionasanideologycritiquehelpspeoplecometoanawarenessof howcapitalismshapesbeliefsystemsandassumptions.Ideologycritiqueisclosetowhat Mezirowcallssystemiccriticalreflectionandinhistheoryoftransformativelearning,he inquiresaboutsocioculturaldistortions(Brookfield,2000). Brookfield(2000)statesthathisinterpretationofcriticalreflectionthroughthe traditionofideologycritiquediffersfromMezirowinthesensethatBrookfieldsdefinitionis morelimited.Mezirowallowsforthepossibilityofimplicitcriticalreflectionaswhenwe mindlesslychoosebetweengoodandevilbecauseofourassimilatedvalues(1998,p.186). Brookfield(2000)statesthathedisagreeswiththispossibilityinthesensethatitdeniesthe intentionalitycentraltoideologycritique.ForBrookfield(2000),criticalreflectionfocuses onmakingexplicitandanalyzingwhatwaspreviouslyimplicitanduncriticallyaccepted. PerspectivesonTransformativeLearning Transformativelearninginadultandcontinuingeducationhasbeenaroundforover 25yearsandisconsideredtobethemostresearchedtheoryinadulteducation(Taylor, 2005).Analyzingtheliterature,Taylor(2005)hasidentifiedsevenperspectiveson transformativelearningandhascategorizedthesesevenperspectivesintotwogroupsbased ontheirlocusoflearning,eitherindividualorsociocultural.InTable1,Taylor(2005)has organizedthesetheoreticalviewsoftransformativelearning.

67 Table1:OrganizingFrameworkofVariedTheoreticalViewsofTransformativeLearning Locusofcontrol:Individual TheoreticalView Psychoanalytic (BoydCrantonDirkx) Psychodevelopmental (KeganDaloz) Psychocritical (Mezirow) Locusofcontrol:Sociocultural TheoreticalView Socialemancipatory (Freire) Culturalspiritual (BrooksTisdell) Racecentric (JohnsonBailey Sheard) Planetary (OSullivan) Planetary consciousness Guide Selfdirected revisionist Culturalspiritual consciousness Raceconsciousness Cultural symbolist Activistrace Cocreator Learneractivist Goal Conscientization TeachersRole Activistclass StudentsRole Learneractivist Autonomy/Independence Facilitator Rational constructor Lifelongpersonal Mentor Protg Goal Interdependence TeachersRole StudentsRole Seasonedguide Selfanalysis

RelatingtoMezirowstransformativelearningtheory,Ihaveencounteredseveral differentperspectiveswithregardtothistheory.Ihavemadenoattempttocategorizethese perspectivesasTaylor(2005)did,butIhavefurtherdefinedthemandaddedother perspectivestointroducetheextentofexpansionoftransformativelearningtheory.

68 Emancipatory Thegoalofemancipatorylearningistofreelearnersfromtheforcesthatlimittheir optionsandcontrolovertheirlives,forcesthattheyhavetakenforgrantedorseenasbeyond theircontrol.Emancipatorylearningresultsintransformationsoflearnerperspectives throughcriticalreflection(Mezirow,1991).Theeducatorplaysanactiveroleinfostering criticalreflectionbychallenginglearnerstoconsiderwhytheyholdcertainassumptions, values,andbeliefs(Cranton,1994). Someresearchers(Freire,1983Roderick,1986McDonaldetal.,1999 Baumgartner,2001)useeducationforpurposesofliberationandfocusonunjustpower relations.Inthisprocess,thestudentsdiscussreallifeissuesthroughconscientization,the learnerscometoseetheworldandtheirplaceinit,becomingempoweredbythenew perceptionthattheycouldacttotransformtheirworld.Freire(1983)alsodiscussesthe conceptofthebankingmethodofeducation,whichFreirereferstoaspassivelisteningand acceptanceoffacts(Roderick,1986McDonaldetal.,1999Baumgartner,2001).While Mezirowfocusesonpersonaltransformation,Freireconcentratesonalargerframeworkof radicalsocialchange(Merriam&Caffarella,1999).Freiresultimategoalisliberationand hisideasemergeoutofthecontextofpoverty,illiteracy,andoppression(Freire,1983). Cognition Thecognitiverationalapproachtotransformativelearningsharestheoretical underpinningswithFreire,whobelievesthatadulteducationshouldleadtoempowerment.In aconstructivistapproach,knowledgeisnotouttherebutiscreatedfrominterpretationand reinterpretation,knownasperspectivetransformation (Mezirow,1991Mezirow,1996

69 Rossiter,1999Merriam,2001Taylor,2003).EdwardTaylor(1998)notesthatMezirow emphasizestheimportanceofthemeaningmakingprocessandbelievesresolutionof cognitiveconflictsleadstotransformation.TaylorexplainsthatFreireconcentratesonsocial justiceorientationwhileMezirowconcentratesonrationalthoughtandreflection(Taylor, 1998). ConstructivistDevelopmentTheory Constructivedevelopmentalpsychology(Kegan,1982,1994Piaget,1954/1999 Kohlberg,1984Belenkyetal.,1997)attendstonaturalevolutionoftheformsofmeaning constructing.Kegan(2000)suggeststhattransformativelearningattendstothedeliberate effortsanddesignsthatsupportchangesinthelearnersformofknowing.Hegoesontosay thatforthoseinterestedintransformativelearning,constructivedevelopmentaltheoryasks themtoconsiderthatformsofknowingalwaysconsistofrelationshipsbetweenthesubject andtheobjectinonesknowing(Kegan,2000).Objectiswhatwecanlookat,take responsibilityfor,reflectupon,havecontrolover,andintegratewithsomeotherwayof knowing,whilesubjectiswhatwearegovernedbyandidentifiedwith(Kegan,2000).Kegan (2000)statesthatconstructivedevelopmental theorylooksattheprocessitcalls developmentalasthegradualprocessbywhichwhatwassubjectinourknowingbecomes object.Heexplainsthatwhenawayknowingmovesfromaplacewherewearehadbyit toaplacewherewehaveitandcanbeinrelationshiptoit,theformofknowingbecomes morecomplex(Kegan,2000).Kegan(2000)believesthatitisthisprocessofdevelopment thatcomesclosesttothemeaningoftransformationintransformativelearning.The transformativelearningprocessisintuitive,holistic,andcontextuallybased,usinganarrative

70 approachtohumanize(Freire,1983).Transformativelearningprocessesdemonstratehow studentsnegotiatedevelopmentaltransitionandarechangedintheprocess(Daloz,1999 Mezirow,2000K.Taylor,2000aTaylor&Marienau,2002).Seidman,inhisinterviewing methods,utilizesnarrativebylookingattherelationshipbetweentimeandmeaning,aswell aspastandfuture,therebylookingatmeaningmakingandtryingtoidentifytransformation thatallowsforidentificationofadevelopmentalprocessinalearner(Rossiter,1999). Belenkyetal.(1997)andMerriamandCaffarella(1999)groupwomensperspectives onknowingintofivecategories:silence,receivedknowledge,subjectiveknowledge, proceduralknowledge,andconstructedknowledge.Belenkyetal.(1997)statesthatthese categoriesarenotfixedoruniversal,buttheyshowwomenmovingfromsimpletocomplex, movingfromnovoicetobeingabletovalueandcreatedifferentwaysofknowing.Clark (1990)andGoldberger(1996)statethateventhoughBelenkyetal.donotrefertothis processasstagesofcognitivedevelopment,theyappeartobesuchandpeoplecontinueto interpretthesecategoriesasacognitivedevelopmentalprocess. Aconstructivedevelopmentalperspectiveontransformativelearningcreatesan imagethatlearninghappensoveralifetimeinagradualanddevelopmentalmanner(Kegan, 2000).Thesuccessofthetransitionoffacultymembersfromtraditionaltoonline environmentsandtheirlearninghappensinagradualmannerduringthesemester,anditisa developmentalprocessforthem.Kegan(2000)likensthistransformationanddevelopmentto agradualcrossingofbridges.Hesaysthatwefirstneedtoknowwhatbridgeweareon. Thenweneedtounderstandhowfaralongweneedtotravelonthisparticularbridge, whetheritisasafebridgetowalkacross,andthatitiswellanchoredonbothends,meaning

71 thatthisnewlearningprocessisanchoredinourpastexperienceandalsoinwhatweare experiencing.AsKegan(2000)notes,whatthesetransitioningfacultymembersexperienceis nottechnicalchallengesbutadaptivechallengesthatrequirenotknowingmorebutknowing differently(p.65). SpiritualityandLearning Tisdell(2000,2001,2003)andLudwig(2005)statethatspiritualityisnotthesameas religion,whichisconsideredtobeanorganizedcommunityoffaiththathaswrittencodesof regulatorybehavior.Sheexplainsthatspiritualityismoreaboutonespersonalbeliefand experienceofahigherpowerorhigherpurpose(Tisdell,2000,2001).Tisdell(2003)believes thatspiritualityisanawarenessandhonoringofwholenessandinterconnectednessofall things.Sheexplainsthatspiritualityisaboutmeaningmakingandisalwayspresentalthough notoftenacknowledgedfurther,shesuggeststhataspiritualexperiencehappensbysurprise. Inastudyconductedtodefinespirituality,HamiltonandJackson(1998)cameup withthreemajorthemesintheirparticipantsresponses:furtherdevelopmentofself awareness,asenseofinterconnectedness,andarelationshiptoahigherpower.Tisdell(2001) explainsthatthesethreethemesappeartobecommonaspectsofspiritualityformostwho consideritanimportantmeaningmakingaspectoftheirlife.Dirkx(1997)suggeststhatour interestisnotsomuchtoteachspirituality,butrathertonurturethesoul,meaningto recognizewhatisalreadyinherentwithinourrelationshipsandexperiences,toacknowledge itspresencewiththeteachingandlearningenvironment,torespectitssacredmessage(p. 83).Tisdell(2001)explainsthatspiritualityisoneofthewayspeopleconstructknowledge

72 andmeaningtoignorespiritualityistoignoreanimportantaspectofhumanexperienceand waysoflearningandmeaningmaking. Taylor(1998)explainsthatsomehaveusedMezirowstheoryoftransformative learningasastartingpointtoexaminewaysadultstransformthoughtprocessesanddevelop throughotherwaysofknowing,includingthroughspirituality.However,Taylor(1998)goes ontosaythatMezirowstheoryismainlydrivenbyrationality,doesnotdiscuss transformationasspirituality,andneglectstheroleofunconsciousthoughtprocessesin learning. JungianPerspective WithaninterestinMezirowstransformativelearningtheory,Cranton(2003)looksat howindividualsofdifferentpsychologicaltypesmightengageintransformativelearning. ShestatesthatMezirowfocusesheavilyoncognitiveprocessesandtherefore,thosepeople inclinedtosensing,intuition,andfeelingmighthaveadifferentexperience.Cranton(2000b) explainsthatindividualsseetheirowntransformationthroughthelensoftheirpsychological makeupandthatthisexperienceisdifferentfordifferentpeople.SheexplainsthatJungis clearaboutdevelopmentofourpreferenceintoaholisticSelfasalifelongjourney(p.2). ThemajorcomponentsoftheJungianperspectivearenotedasconsciousness, individuation,selfknowledge,andpersona(Hart,1990Stevens,1994Elias,1997Cranton, 2000bDirkx,2000Mezirow,2000Cranton2003).Consciousnessisdefinedasa continuousandprogressiveprocessoftheegoassimilatingwhatwaspreviouslyknownand iscentraltothetransformativelearningtheory(Cranton,2003).Sheexplainsthat consciousnessraisingisaprocessbywhichindividualsbecomeawareofoppressivesocial

73 forces.FromaJungianperspective,becomingconsciousinvolvesexaminingthe unexamined,becomingawareofdepthsofSelf,movingunderneaththesurfaceoflife throughintrospectionandreflection,anddelvingintoouremotionsandimagination (Cranton,2003).Jungianpsychologyprovidesaperspectivethroughwhichwecangain insightsintoourtransformativeexperiences(Cranton,2003). Individuationisthejourneyinwhichwebecomeconsciousanddevelopself knowledge(Cranton,2003).Dirkx(2000)suggeststhatindividuationisanongoingprocess thatoccursineveryonewhethertheyareconsciousofitornot.Wegainselfknowledge throughtransformativelearningaswecriticallyquestionegoknowledge.Transformative learningdependsonincreasingselfknowledgeandistheemergenceofself(Cranton,2003), whereastransformationistheemergenceoftheSelf(Dirkx,2000).Jung(ascitedinJacoby, 1990)definesindividuationasaprocessbywhichindividualbeingsarebeingformedand differentiated,havingasitsgoalthedevelopmentoftheindividualpersonality.Jungbelieves thatthedevelopmentofindividualityisinseparablefromhumanbeingsandthattheprocess isguidedbystrivingforindividuation(ascitedinDirkx,2000).Cranton(2000a)statesthat theJungianconceptofindividuationisusedtounderstandhowtransformativelearninghelps usdevelopapersonalsenseofidentity.Shegoesontosaythatwithoutindividuation,we havenofoundationuponwhichtoquestionassumptionsandnorms,aswecannotsee ourselvesasseparatefromthosenorms.Cranton(2000a)believesthatindividuationisa transformativeprocesswhereinordertodifferentiateourSelffromothers,weneedtosee whereourvaluesaredifferentfromandthesameasthoseofothers.

74 Cranton(2000a)statesthatinJungianpsychology,individuationincludesa developmentaljourneyby understandingourunconsciousandrealizingtherolesofanima andanimusinourlife.Shedefinesanimaasamansfemininesidethatresidesinhis consciousnessandanimusasawomansmasculinesidethatresidesinherconsciousness. Shegoesontosaythatdeliberateeffortstoworkwiththefeminineormasculinefacetsof ourselvescreatesconsciousnessandistransformative. Cranton(2003)definespersonaasafacetofcollectivepsychosocialidentitiesand idealimages,suchasteachersormothers.Sheexplainsthatourpersonaisacompromise betweenwhatweknowofourSelfandwhatisexpectedofus.Cranton(2003)statesthatin ordertomakemeaning,peoplegroupandlabelthings,events,andpeople.Critical questioningofourpsychologicalhabitsofmindhelpsinmaintaininganawarenessofour persona,whenwearehidingbehindit,andwhoweare,apartfromit. Elias(1997)statesthattheJungiantheoristsperspectiveontransformativelearning iscomplementarytoMezirows.BoydandMyers(1988)proposethattransformative learningmovesthepersontoactiverealizationoftheirtruebeingwhereinsuch transformations,theindividualrevealscriticalinsightanddevelopsfundamental understanding.Elias(1997)saysthatwhileMezirowarguesthattransformativelearning happensonlythroughcriticalanalysis,Jungiansarguethataviewisshapednotonlyby rationalassumptionsinthepersonalunconsciousbutalsobysymbolsandmythsthatemerge fromcollectiveunconscious.Eliasexplainsthatasaconsequence,transformativelearning canhappenthroughunderstandingofalternativeframesofmeaningthatemergeformthe unconscious,aprocesscalleddiscernment.

75 IdeologicalPerspective Brookfield(2000)looksattransformativelearningfrom anideologicalperspective. Hedefinesideologyasasetofvalues,beliefs,myths,explanations,andjustificationsthat appearselfevidentlytrueormorallydesirable.Brookfield(2000)statesthatideology critiqueisclosetowhatMezirow(1998)callssystemiccriticalreflectionandhedealswith itinthesocioculturaldistortions(Mezirow,1990),partofhistransformativelearning theory.Brookfieldexplainsthatthefirstimportantfocusofcriticalreflectionison uncoveringpowerdynamicsandrelationships.Hebelievesthatpowerisanactivepartof adulteducationandthatbecomingawareofthesepowerdynamicswillhelpusrecognizethe forcesthatexistinsocietywhichinterferewiththelearningprocessesofthelearners.This poweroverlearnersneedstobetransformedtopowerwiththelearners.Thesecondpurpose ofcriticalreflectionishegemonicassumptionsthosethatwebelievearecommonsense wisdomandwhich,withoutourrealizingit,areharmfultousinthelongrun.Transformative learningisoccasionallyfosteredwhenwequestionthesehegemonicassumptionsthrough criticalreflectionandchallengethesethoughts.Brookfield(2000)statesthattransformative learningcannothappenwithoutcriticalreflectionbutcriticalreflectioncanhappenwithout anaccompanyingtransformationinperspective. AffectiveandHolisticPerspective KaslandElias(2000)andElias(1997)believethattheoriesaboutindividuallearning canbeusedasguidanceinhowtounderstandandfacilitategrouplearning.Theybelievethat groupshavethecapacitytolearnandtosupport,emphasizingsystemsthinking.Twoaspects ofsystemsthinkingareinvolvedinthisbeliefsystemone,thattherearesimilaritiesamong

76 humansystemssuchasindividuals,groups,andorganizationsandtwo,theideaofgroup mind.Basedontheseconcepts,KaslandEliasconcludethatgroupscanlearnjustas individuals. KaslandElias(2000)believethatgroupscangothroughtransformativelearningjust asindividualscan,thattransformativelearningistheexpansionofconsciousnessinany humansystemandthusiscollectiveaswellasindividual.Elias(1997)statesthat transformativelearningistheexpansionofconsciousnessinanyhumansystemthrough transformingbasicworldviewandspecificcapacitiesoftheself.KaslandElias(2000)state thatfromaconstructivistperspective,humangrowthisthereconstructionortransformation ofsystemsofmeaninganditistheevolutionofconsciousness(p.230).ForMezirow (1991)thisevolutionofconsciousnessmeansthatperspectivesaremoreinclusive, differentiated,permeableandintegrated(p.155).Hefocusesonthetransformationofthe contentofconsciousness,thatis,theassumptionsthatformthecontentofapersonsframes ofreference,meaningschemes,ormeaningperspectives(Mezirow,2000). CosmologicalPerspective OSullivan(ascitedinMezirow,2000)hasabroaderdefinitionoftransformative learningthatisconcernedwithgreaterrespectandunderstandingoftheplanet. Withinthecontextofecologicalconsciousness,Dalozplacesemphasison interdependencyofconsciousness(ascitedinOSullivan&Taylor,2004).Heusestheterm interdependencetoidentifyanewglobalphenomenonbroughtonbytechnological developments,tomakeaphenomenologicalassertionaboutnatureofreality,andtodescribe ahighlydevelopedwayofmakingmeaning(ascitedinOSullivan&Taylor,2004).Daloz

77 goesontoexplainthatthisconsciousnesswillbringaboutcultural transformationinthe ecologicalsystem(ascitedinOSullivan&Taylor,2004). OSullivansuseofthetermtransformationisbothrigorousandcomplex.Hestates thattheplanetsarelookingforsomeprofoundanddeeplyneededchangethatappearstobe atanorderofmagnitudethatwehavenotexperiencedbefore.Hebelievesthatthesechanges willoffernewandwonderfulpossibilitiesbutthatwemustunderstandthatthesechanges willbringalongtheirownuniqueproblemsandlimitations.OSullivannotesthattheburden ofresponsibilityonhumansinthistransformationisgreat,sincewehavethemostsignificant influenceonthedirectionitwilltakewehavethepowertomakelifeextinct.Thechallenge iseducationinalltheseareas.Educationmustbewithinthecontextofatransformative visionbykeepingconcernsfortheplanetattheforefront(OSullivan,1999). EmotionalandSocialPerspective Brookfield(2000)stateswecanlearnabouttheemotionaldimensionsofourlivesby investigatingtheextenttowhichourfeelingsandemotionalresponsestocertainsituations aresociallylearned.Theseemotionsmaybeindividualandemergeasoutrageorhysteria,or theycanbeasocialphenomenon(Brookfield,2000).KathleenTaylor(2000b)explainsthat eventhoughdevelopmentalgrowthmaybeexperiencedasexhilaratingandenergizing,it mayalsobeexperiencedastraumaticandoverwhelming.Sheexplainsthatchangingtheway individualsrecognizeriskschangesthewaytheyknoweverything,includingpersonaland professionalrelationships,ideas,goals,andvalues.WiessnerandMezirow(2000)recognize thatacommoncritiqueoftransformativelearningtheoryisitsinabilitytoaddressemotions

78 properly.TheygoontosaythatKasl,CrantonandDalozareaddressingemotionsand intuitionswithintheirwork. Organizational Kasl,MarsickandDechant(1997)defineteamlearningasaprocessthroughwhich groupscreateknowledgefortheirmembers,forthemselvesasasystem,andforothers. Senge(1990)describesteamsasthefundamentallearningunitsinanorganizationandgoes ontosay,unlessteamslearn,anorganizationcannotlearn.WatkinsandMarsick(1993)state thatteamsandgroupscanbecomethemediumformovingnewknowledgethroughoutthe learningorganizationandthatthistypeofcollaborativestructureenhancestheorganizations abilitytolearnbecauseitofferswaysforexchangesaboutnewwaysofworking.Kasland Elias(2000)statethatifanindividualcanlearnsocanagroup,an organization,ora community.Thereisnoorganizationallearningwithoutindividuallearning. Fromtheperspectiveoforganizationaltransformation,thegoaloftransformationisto allowtheorganizationtomoreeffectivelyrealizeitsperformanceobjective(Mezirow,2000). Transformativelearninginthiscaseinvolvesfundamentalchangesinhoworganizations function,breakingawayorganizationalactions,andcreatingnewbehaviorsamongits organizationalmembers(Burke&Litwin,1992). YorksandMarsick(ascitedinMezirow&Associates,2000)arguethataction learningandcollaborativeinquirycanleadtotransformativelearninginindividuals,groups, andorganizations.Inactionlearning,peopleworktogetherinagrouptosolveaproblemit isthroughthisprocessthattheydiscoverhowtolearnfromthataction.Collaborativeinquiry isaprocessofreflectionandactioninwhichgroupmembersparticipatetogethertotryto

79 answeraquestion.Inbothtypesoflearning,groupmembersincorporatecyclesofactionand reflection.Usingthesetypesoflearning,groupmembersdevelopthecapacityforstepping outsidetheirenvironment,aswellasusingactionandreflectiontoreframeasituationandtry newwaysofthinkingandfeelinginthesafeenvironmentofagroupwherefeedbackand critiquesareprovided. Marsick(2003)statesthattransformationinorganizationsmayoccurthrough globalization,knowledgeeconomy,andincreasingworkforcediversity.Globalization impactsorganizationsbychangingemployeecontracts,whichinfluencetransformative learninginthatindividualsmaybemoreawareoforganizationalnormsandfinditeasierto critiquethemfreely.Knowledgeeconomyinfluencesorganizationsbychangingthenatureof work.Theresultinginnovationthatinvitescriticalreflectionandthinkinginaliberal structurerelatestotransformativelearning.Diversityofworkforcecreatesachangingmixof meaningschemesandperspectivesandthuscaninfluencetransformativelearning.People canusemanyalternativeviewpointsthatcanhelpthemquestiontheirownmeaningschemes. AsMarsick(2003)explains,thisperiodofchangecreatesaclimateforunlearningoldways ofdoingthings,butitisnotverycommonforthischangetohappen. SocialActionPerspective Mezirow(Mezirow&Associates,2000)statesthatnewwaysofseeingleadtosome kindofaction.Daloz(2000)describestransformationasahistorical,developmental,and socialactionasillustratedbyNelsonMandelaslife,whereasMezirowdescribesthisprocess asanincrementaltransformation.Ininteractionswithothersandtheenvironment,adialogue

80 andcriticaldiscourseiscreatedwhich,alongwithperceivedexperiences,helpstheprocess oftransformation. Socialactionisplacedasthekeytotransformationandtherearefourcomponents thatplayanimportantpartinthisprocess.Thefirstisthepresenceofothers,whichDaloz (2000)explainsbysayingthatwithoutdiversity,evolutionitselfcouldnotoccur.Thesecond isreflectivediscourse,theprocessinwhichweusedialoguetobetterunderstandthemeaning ofourexperience.Inordertohaveasuccessfuldiscourse,wemustplaceemphasison empowermentandselfdetermination.Thethirdcomponentisamentoringcommunity,by whichDaloz(1986)meansthepowerofrelationshipsthataffecttransformativelearning. Fromadevelopmentalistpointofview,itisthroughrelationshipsthatweunderstandtheSelf anditisthroughacompositeofmanySelvesthatweinterpretourworld.Thefinal componentasdescribedbyDalozistheopportunityforcommittedaction.Henotesthateven thoughdiscourseandmentoringareessentialtotransformativelearning,theopportunityto actononesbeliefsandvaluesisgroundforgrowth. Dialogical(Discourse)Perspective Theprimarypurposeofadevelopmentaldialogueordiscourse,asMezirowrefersto it,istohelpthelearnersengageindifferentperspectives,differentwaysofviewinga problemorphenomenon(Daloz,1999).AccordingtoVella(2002),opendialoguebetween instructorsandparticipantsisessentialevenattheverybeginningofaneducational endeavor.Dialogueallowslearnerstofindtheirownvoiceswhencreatingasafe environmentwithintheclassroom.Anotherexampleisthewayfacilitatorsareencouragedto

81 developsoundrelationshipswithparticipantsbypracticinglistening,opencommunication, andmutualrespect. Mezirow(Mezirow&Associates,2000)statesthatdiscoursewithothersplaysan importantroleintransformation.BelenkyandStanton(2000)emphasizetransformative learningisparticipatoryandcollaborativeandbyuseofdialogue,conversation,storytelling, andperspectivesharing,conflictsmayberesolved.However,Cranton(2006)disagreeswith theirview.Shearguesthattransformationcanoccurwithoutcollaborationanditcanbean individualoccurrence. CulturalandSocialPerspectives Cajete(1994)outlineskeyelementsofAmericanIndianperspectivesonlearningand teaching.Headvocatesdevelopingacontemporary,culturallybasededucationalprocess foundedupontraditionaltribalvalues,orientations,andprinciples,whilesimultaneously usingthemostappropriateconcepts,technologies,andcontentofmoderneducation.He explainsthatenvironmentalrelationship,myth,visionarytraditions,traditionalarts,tribal community,andnaturecenteredspiritualityhavetraditionallyformedthefoundationsof AmericanIndianlifefordiscoveringonestrueface(character,potential,identity),ones heart(soul,creativeself,truepassion),andonesfoundation(truework,vocation),allof whichleadtotheexpressionofacompletelife.ForCajete(1994),indigenouseducationisa processofeducationgroundedinthebasicsofhumannature.Itcanprovidenewwaysof educatingforecologicalthinkingandenvironmentalsustainabilityithasthepotentialnot onlyforthetransformationofwhatismisnamedIndianeducation,butalsoforprofound applicationstowardtransformingmodernAmericaneducation.

82 EcologicalPerspectiveofPower McDonaldetal.(1999)writethatcriticshavearguedforabetterunderstandingof powerintransformationallearning.TheystatethatMezirow'stransformativelearningtheory doesnotadequatelyaccountforpowerrelationsandamoreexplicitroleforpowerrelations isnecessary.Powerandcontextareinterdependent(Cervero&Wilson,1994Hart,1990). ClarkandWilson(1991)suggestthatthemeaningofanyexperiencecannotbeunderstood apartfromitscontext.They explainthatthepoliticalandsocialsystemsinwhichpeople negotiatepersonalchange,actuallyprovide...meaningtothediscoursethatoccursin servicetothatchange(p.83).Cunningham(1992)criticizedMezirow'stheoryforitslackof attention tosocialtransformationsandtheequalizingofpowerrelationsinsociety(p.185). Ecologicalunderstandingoftransformativelearningpromotestheideathatcontext maybeasimportantaspsychologyinunderstandinglearning(McDonald,Cervero& Courtenay,1999).Inanecologicalsense,themodelsupportedaholisticstudyofbothparts andwholesandviewedthesystemasanopensystem(McDonaldetal.,1999).McDonaldet al.(1999)gavetheexampleofvegansandhowtheirmoralpracticalquestioning,which raisesconsciousness,isconsideredanadulteducationalsituationasdefinedbyMezirow, callingintoquestiondeeplyheldpersonalvalues.Inthiscase,powerwascentralto emancipatoryandtransformativelearning,andthustobetterviewemancipatoryand transformativelearning,learningshouldbeviewedfromamoreholisticperspective. McDonaldetal.(1999)categorizepowerasempowerment,whichisthecapacitytooperate withintheexistingideologyandemancipation,whichallowsforresistanceandchallengeto suchideology.

83 Mezirowdoesnotaddresstheeffectsofpoweronlearning(McDonald,Cervero& Courtenay,1999).Powerisanimplicationofthetransformationaljourney.Transformative learningbynaturestrugglesagainstnormativeideologiessustainedbypowerrelations (McDonaldetal.,1999).Transformativelearningtheoryfocusesmoreontheinterpersonal levelratherthantheorganizationalleveltherefore,fromanecologicalperspective, transformativelearningcanonlybepartly understood(McDonaldetal.,1999). Transformativelearningbegantotakeeffectattheintrapersonallevelasapsychological recognitionofthetruth.Whentruthisdiscovered,learnersbecomefreetoexamineor acknowledgethepsychologicaldistortionsthathavemotivatedtheminthepast(McDonald etal.,1999). Transformativelearningoriginatesattheintrapersonallevelbutisaffectedbyandcan influencetheinterpersonallevelmostprofoundly.Althoughindividualsmaytransformtheir meaningperspective,theydosointhefaceofenormousinterpersonalandsocialcultural challenges.Transformativelearningrecognizestheneedtoconfrontnormativeideologies throughcriticalreflection,rationaldiscourseandcollectiveparticipatoryaction(McDonald etal.,1999,p.14). MythopoeticPerspective Thisperspectiveisalessdevelopednotionoftransformativelearningasan imaginativeprocess,mediatedthroughimages,feelings,andemotions,andcriticalreflection inadultlives(Dirkx,1998a1998b).Mythopoetictheorysuggeststhatmeaningin transformativelearningisunderstoodthroughsymbolsandimages,placingmorestresson emotioninthelearningprocess(Kritskaya&Dirkx,2000).Theimaginativeviewallowsfor

84 awiderandmoreintegrativeinterpretationoftheexperiencesthatmakeuptheenvironment (Kritskaya&Dirkx,2000). Dirkx(1998b)statesthatbyapproachingexperiencesimaginativelyratherthan conceptually,learnersdiscoverhowtolocateandconstructdeepmeaning,value,andquality intherelationshipbetweenthetextandtheirownlifeexperiencesthroughenduring mythologicalmotifs,themes,andimages.Verene(1981)statesthatthephilosophyof imaginationplacestheimageovertheconcept,thespeechovertheargument,andthe mythicdivinationoverthefact(p.30).Imagesaretheway inwhichweperceive,seeand cometoknowourselvesandtheworld.Theyplayacriticalroleinmakingsenseofour experiencesbyallowingustofindvalueandmeaninginthem(Hillman,1989). Themythopoeticperspectiveplacesimportanceonrecognizingandunderstanding theimages,whichpopulateconsciousness,andtheseimagesrepresentgatewaystothe unconscious(Dirkx,1998b).Theselfisunderstoodandexperiencedasinnerentitieswhich seemtohavealifeoftheirown,suchasintentions,behaviors,voices,feelings,thatIdonot controlwithmywillorcannotconnectwithmyreason(Hillman,1975,p.2). Lookingatthesedifferentperspectivesastheyrelatestotheresearchquestion,the factthatfacultymembershavetheabilitytoactindependentlyinconductingtheironline teachingisempowering.Thefacultymembersareconstructingnewknowledgeby interpretingwhattheyhaveacquiredandreinterpretingitsoitmakessensetothem,leading topossibleperspectivetransformation.Thisprocessofinterpretationandreinterpretation, reflection,reflectivediscourse,andmeaningmakingiskeytothefacultymemberssuccess. Thefacultymemberstransitioningfromtraditionaltoonlineenvironmentsexperiencenew

85 learningthroughasocialexchange,whichenablesthemtobemoreproductiveand independentintheirdesign,development,andteachinghowever,thisempowermentisnot fromthecontextofoppressionandsocialchange,butratherfromapersonalchangeor transformation. Throughinteractionanddialoguewithinthenewenvironment,thefacultymembers flourishandgrow.Thepresenceofothers(Daloz,2000),reflectivediscourse,amentoring community,andopportunitiesforcommittedactionallowforthetransformationoffaculty membersintransition.Throughthepresenceofothersintheonlineclassroom,thefaculty membersareexposedtodifferentpointsofviewandthereforegetamoreholisticviewofthe situation.Throughreflectivediscourseordialogue,participantscanbetterunderstandthe meaningoftheirexperience.Throughthementoringcommunity,suchasthesupportstaff, otherfacultymembersandteachingassistants,facultymembersdevelopasenseofSelf,may beabletoseeotherSelves,andcanlearnandgrowwithintheirprofession.Andfinally, becauseoftheircommitmenttoteach,thefacultymembershavetheopportunitytoacton andpracticetheirnewbeliefs,aswellastogrow,change,andimprovetheirexisting knowledgeandsituation. Centraltotransformativelearningiscriticalreflection(Mezirow,1991),eventhough Cranton(2006)believesthattransformationmayhappenwithoutcriticalreflection.Without criticalreflection,thesefacultymembersmayfaceproblemsintheirtransitionfrom traditionaltoonlineclassroombecausetheymayfailtoconsiderusinganewperspectiveto changetheirwaysfromhowtheytaughtinafacetofaceclassroom.Theiroldperspectives maynotbeenoughorsuitableinthisnewenvironment.Throughcriticalreflection,theycan

86 challengetheirownpreviousthoughtsandframesofreferencetoseeandunderstandmore clearly.Brookfield(1995)arguesthatreflectionisnotbydefinition,critical.Hedescribes thatreflectionbecomescriticalwhenweconcentrateontwoassumptions.Thefirstisto understandhowconsiderationsofpowerundergird,frame,anddistorteducationalprocesses andinteractionsthesecondistoquestionassumptionsandpracticesthatseemtomakeour teachingliveseasierbutactuallyworkagainstourownbestinterest(p.8). Itisimportantforthefacultymemberstobeabletolookattheirtransitionfrom traditionaltoonlineclassroomholistically.Theprocesstheygothroughdoesnothavetobe anindividualisticprocess.Byconsultingandcollaboratingwithotherfacultymembers,they canhaveatransformativelearningexperiencethroughexpansionoftheirconsciousnessand beliefsystem,andbeabletohaveaworldviewbutyetknowtheSelf.Intheprocessoftheir transition,thefacultymembersquestiontheirframesofreferenceandmeaningperspectives inordertounderstandandbeabletoidentifythemselveswiththenewsituation. Dialogueisabigcomponentoftransformativelearning(Daloz,1999)anditis throughdialogueandinteractionthatonebeginstohaveinsight,toseethewayothersview things,andtomakemeaningofthoseexperiences.Itisthroughthisdialoguethatthefaculty memberswillbeabletoimprovetheirexistingknowledgeandalsoopendoorstothe unknownandgettheopportunitytodiscover. Transformativelearningismoreofajourneyandlessofadecisionatanygivenpoint intime.Itisnotjustthedecisiontoadoptanewexpectation ormeaningperspectivebutisa processcontinuingpastthedecisiontoadoptanewperspectivethisprocessmayinclude interactionwithothersasonelearnshowtoapplynewperspectives.Thefacultymembers

87 learningandgainingknowledgeofonlineclassroomsgavethemfreedomtoactonintheir newenvironmentwithoutdependencyIrecognizethisaspower.InthissectionIhave includedaconceptualmapoftransformativelearningtheoryasIenvisionit(Figure3).

88
Developmental (Constructivist developmental theory)Taylor DalozBelenky Kegan Merriam& Cafferela

Development TenantNewman

Socialtheory/ environment Collard&Law

Race Sheared& Johnson Bailey Wiessner Cultural& Social Cajete

Emotional& SocialKasl Cranton Socialaction Daloz

Culture Tisdell Spirituality Dirkx Wiessner Tisdel

Critical reflection Habermas

Dialogue DalozVella GouldPsychologicaldimensions Feminist Belenky StantonHayes Mezirow Cranton OSullivan Brookfield Kegan Kasl Yorks Marsick Wiessner Daloz

Conscientization Freire

TLT Mezirow

Realizationof truebeing through transformative learning Boyd& Myers

Meditation Healy

Paradigm (transformation) meaning perspective Kuhn

Jungian (persona, consciousness, individuation) CrantonDirkx EliasHart Stevens Ideological power Brookfield Affective holisticKasl Elias

Spirituality Dirkx

Dirkx mythopoetic

Ecological perspective onpower McDonald

Tennant Mirriam

Cunningham Newman

Figure3:Conceptualmapoftransformativelearningtheory

PowerHart,Mechtilde

CulturalaspectsClark &Wilson

Cosmological OSullivan Taylor Organizational KaslMarsick Duchant Watkins

Power McDonald Cervero Courtenay

89

RelationshipBetweenTransformativeLearningTheoryandOtherAdultlearningTheories, andtheDifferencebetweenTransformationandChange Inthissectionoftheliteraturereview,Ihavelookedattherelationshipbetween transformativelearningtheoryandotheradultlearningtheories,howtransformativelearning theoryfitsamongothertheories,andthedistinctionsmadebetweentransformationand change. RelationshipBetweenTransformativeLearningTheoryandOtherAdultlearningTheories Constructivism.Constructivismspecifiesthatmeaningisafunctionofhowthe individualcreatesmeaningfromhisexperiencesandactions.Inconstructivistperspective, thelearnerisviewedasanactiveparticipantintheinstructionalexperiencebydeveloping knowledgethroughaprocessofperceptionandmeaningmaking(Dabbagh&Nanna Ritland,2005).MerriamandCaffarella(1999)defineconstructivismastheprocessof constructingmeaningandhowpeoplemakesenseoftheirexperience.Theyexplainthat meaningisconstructedbytheindividualandisdependentontheindividualspreviousand currentknowledgestructure.MerriamandCaffarella(1999)findthattheprocessof meaningmakingisbothanindividualmentalactivityandasociallyinteractiveexchange. Fromthesocialconstructivistview,Driver,Asoko,Leach,Mortimer,andScott(1994)state thatknowledgeisconstructedwhenindividualsengagesociallyandactivelyabouta problemtheresearchersconcludethatmeaningmakingisadialogicprocessinvolving individualsinalearningprocessincontactwithacultureoragroupofpeople. Aspectsofconstructivismcanbefoundinmanykindsoflearning:selfdirected learning,transformativelearning,experientiallearning,situatedcognition(whichis

90 constructivistinnatureaslinkedtoprofessionaleducation),reflectivepractices,situated learning,communitiesofpractice,andcognitiveapprenticeship(MerriamandCaffarella, 1999). Transformativelearningtheoryhasitscontextinconstructivism,criticaltheoryand deconstructivisminsocialtheory,andthecognitiverevolutioninpsychology(Mezirow, 1991Cranton,1994).Intheconstructivistperspective,learningisaprocessofaccumulating andconstructingknowledgebyindividualsperceptionsoftheworld(Cranton,1994).Itisa processofconstruingmeaningandtransformingunderstanding.Mezirowconcentratedboth onsocialandindividualmeaningconstruction(Mezirow,1991). Mezirow(1991)explainsthatitisnotsomuchwhathappenstopeoplebuthowthey interpretwhathappenstothemthatdeterminestheiractions,hopes,contentment,emotional wellbeing,andperformance.Twocomponentsdiscussedinthecontextofconstructivismare perspectivetransformationandroleofexperience(Mezirow,1991Mezirow,1997Rossiter, 1999Benson&Tallman,2001Merriam,2001). Constructivistassumptionsunderlyingtransformativelearningtheoryinclude convictionsthatmeaningexistswithinourselvesratherthaninexternalformssuchasbooks andthatpersonalmeaningsthatweattributetoourexperienceareacquiredandvalidated throughhumaninteractionandcommunication(Mezirow,1991).Fromaconstructivists pointofview,humangrowthisthereconstructionortransformationofsystemsofmeaning (Mezirow,2000) Feministtheory.Tisdell(1995)hascategorizedfeministtheoriesintoindividually focusedtheories,structuraltheories,andpostmoderntheories.Individuallyfocusedfeminist

91 theoriesareconcernedwithwomenasindividuals,withhowtheyhavecometointernalize patriarchyasthenormandwhatneedstobedonetoobtainequalaccess,rights,and opportunities(Tisdell,1995).Structuralfeministtheoriesdealwithproblemsintermsof societalstructuresandinstitutionsthatoppresswomen,whilepostmodernorpoststructural feministtheoristslookatproblemsashowtheyareframedbythestructuralists(Tisdell, 1995).Thepoststructuralfeministtheoristsdonotbelievethatoneoreventwosystemsof powerandoppressionadequatelycapturetherealityofwomensexperienceandoppression becausesomegroupsaremoreprivilegedthanotherswithinparticularstructuralunits (Tisdell,1995,p.61). Inthepostmodernfeministperspective,individualshavesomepowertoaffector resistthestatusquothustheytendtoaccountformultiplesystemsofprivilegeand oppressionandtheirintersections,alongwithpeoplescapacityforagencyandresistance (Tisdell,1995,p.61).IntheirbookWomansWaysofKnowing,Belenkyetal.(1997)have associatedthemoreeffectiveandappropriatewaysofwomenslearningintheworkplace andinformaleducationwiththecompetitiveandindividualisticmodesofknowing associatedwithmen.Hayes(2001)believesthatwomenspeakdifferentlanguages.She explainsthattherearetwoprevalentandinterrelatedsetsofbeliefsaboutwomenaslearners, whichincludesignificanceofrelationshipsorconnection,andeffectivewaysoflearning. Hayes(2001)believesthatall learningisintertwinedwiththecontextinwhichitoccursand thatattributesofwomenslearningarenotinnate,fixed,anduniformacrosssituationsbutare connectedtoaparticularsetofsituational,social,andhistoricalcircumstancesandthus changeableasthosecircumstanceschange.

92 BelenkyandStanton(2000)lookatwomenswaysofknowingasatheoryof developmentalprocesstracingwomensstrugglestogainvoiceandclaimpowerofmind. TheystatethatalthoughMezirowstheoryoftransformativelearningdescribesanendpoint ofadevelopmentalprocess,itdoesnottracethestepspeopletakebeforetheyrealizewhat theyalreadyknow(BelenkyandStanton,2000).BelenkyandStanton(2000)believethatin everyareaoflife,theolddualisticcategoriesandassumptionsofmenandwomenmustbe reevaluatedandreplacedwithmoreintegrativewaysofthinking.Thefeministthinkershave reexaminedthekindsofdualisticcategoriesthatshapethewaysweconceptualizemenand womenthefeministthinkersareconcernedwithreclaimingtherightsthathavebeendenied simplybecauseofbeingwomen(BelenkyandStanton,2000).BelenkyandStanton(2000) statethatthesefeministsquestionwhyonlymenandtheirexperiencesarethecenterof humanexperiencesandtheydrawattentiontotheimportanceofbothgendersexperiences. Criticaltheoryandpostmoderntheory.Criticaltheorywasdevelopedinthe1920s byagroupofintellectualswhowereinfluencedbyHegelandMarxattheInstituteof Frankfurt(Newman,1999).Theylookedtodevelopacritiqueconstructedontheideaofa personwhoachievesbothselfknowledgeandknowledgeoftheworldthroughreflectionand action(Newman,1999).Newman(1999)believesthatthiskindofselfreflectionis transformativefortheindividualinthatitallowsthepersontocometoknowherselfor himselfatahigherlevelofconsciousnessandalsoallowsforreflectiononhistorythatis transformativeinthepoliticalandsocialsense.Newman(1999)believesthatthestrugglefor socialjusticeiscentraltocriticaltheoryandbelievesthatallthreeformsofknowledgeas

93 definedbyHabermas(technical,practical,andemancipatory)canhavetheirplaceinthis struggle. Differentpeoplehavedefinedcriticaltheoryfromtheirownpointofview.Fay(1987, p.27)suggeststhatacriticaltheorywantstoexplainasocialorderinsuchawaythatit becomesitselfthecatalystwhichleadstothetransformationofthissocialorder. Welton (1995)believesthatcriticaltheoryisatheoryofhistoryandsocietythatisdrivenby thecommitmentandsocialstructureshinderandimpededevelopmentofahumanspotential tobeselfreflectiveandselfdetermining. Horkheimer(1995)statesthatcriticaltheoryisgroundedinaparticularpolitical analysisaconflictingrelationshipbetweensocialclasseswithinaneconomybasedonthe exchangeofcommodities.Inthisregard,Brookfield(1995)explainsthatAtransformative adultlearningexperiencesuchasgoingtocollegeandfindingonesworldviewradically altered,becomesviewedbyusasthepursuitofaqualificationthatcanbeexchangedfor highersalaryandstatus(p.25).Horkheimer(1995)saysthatcriticaltheoryisconcerned withprovidingpeoplewithknowledgeandunderstandingintendedtofreethemfrom oppression.Hefurtherexplainsthatthepointofthetheoryistogenerateknowledgethatwill change,notinterpret,theworld.Brookfield(1995)findsthatbythisstatementHorkheimer hasindicatedthatCriticaltheoryqualifiesforthatmostoverusedofadjectives, transformative(p.25). Rasmussen(1996)believesthatcriticaltheoryderivesitsbasicinsightfromtheidea thatthoughtcantransformitselfthroughaprocessofselfreflectioninhistory.Kilgore (2001)believesthatknowledgeissociallyconstructedandtakesformintheeyesofthe

94 knowerratherthanbeingacquiredfromexistingreality.Shenotesthatknowledgeissocially constructedandsituatedinaparticularcontext.Shestatesthatpowerplaysanimportantrole insociallyconstructingknowledge. Brookfield(1995)statesthatpostmodernismandcriticaltheorybothquestiontheidea thatpeopleactasautonomousentitiesinrealizingordiscoveringcoredesires(p.51).He believesthatpostmodernismstatesthatbecauseourlivesareembeddedinsocialandcultural contextsthatareconstantlyshifting,freedomhasnouniversalfaceandhowfreedomisseen dependsontimeandlocation.Kilgore(2001)explainsthatinbothcriticalandpostmodern perspectives,knowledgeissociallyconstructedandsituatedinaparticularcontext.Shestates thattheprimarydifferencebetweenpostmodernandcriticalperspectivesisthatcritical theoristsassumethatrationalityisameanstobetterknowledgeandthatpeopletendtoknow whattheyareinterestedinbeingabletodo.Postmoderntheoristsseeknowledgeas contextualratherwaitingtobediscovered(Bagnall,1999)andalsoastentative,multifaceted andnotrational(Kilgore,2001).IntheTable2,Kilgore(2001)hasdrawnacomparison betweencriticalandpostmodernworldviews. Table2:ComparisonofCriticalandPostmodernWorldviews CriticalTheory Postmodernism Knowledgeisarationalproductofhuman Knowledgeistentative,multifaceted,not interest necessarilyrational Powerispossessedbysubjects,repressive Powerisexpressedbysubjects,productive Knowledgefreessubjectfrompower Learningisachievedthroughcritical reflection,consciousnessraising Knowledgeisanexpressionofpower Learningisachievedthrough deconstruction,eclecticism

95 Acriticaltheorymaybedistinguishedfromatraditionaltheorybasedonaspecific purpose.Atheoryisconsideredcriticalwhenitseekshumanemancipation,toliberate humanbeingsfromthecircumstancesthatenslavethem(Horkheimer,1995).Asitrelatesto transformativelearning,Freirediscussestheconceptsofemancipationandliberation.Freire (1983)believesthatinorderforeducationtobeliberating,onesconsciousnessmustbe transformed.Hecallsthisprocessoftransformation conscientization,inwhichmen,notas recipientsbutasknowingsubjects,achieveadeepeningawarenessbothofthesociocultural realitythatshapestheirlivesandoftheircapacity totransformreality(Freire,1983,P.27). Criticalsocialtheory.Scott(1997)believesthatsocialstructuresandcollective cultureshaperealityandindividualidentity.Shestatesthattheoristsinitiatetheirinquiry fromthelevelofmaterialandsocialconditions,focusingonthedisjuncturebetweenhow thoseinpowerclaimthingsareandhowthingsactuallyare. Grabove(1997)writesthattransformativelearning,justasincriticalsocialtheory, reliesoncriticalreflectionanddialoguetouncovermeaning.Socialtheoristsviewpersonal transformationaseitherdialecticinsocialinteractionandactionorasabyproductofsocial forcesatplay(Scott,1997).Scott(1997)putsforwardgrievingasanexampleofcritical socialtheoryandstatesthatthelettinggopartofgrievingconstitutestransformation.The lettinggoofgriefframeofreferencehasbeenuncriticallyassimilatedandismovingaway fromwhatusedtobeameaningfulstateofbeing.Inordertofacilitatetransformationfroma rationalperspective,Scottsaysthatwetalktosomeone,usingdialogueasawaytosortout themeaningoflossandbegintoheal.Scott(1997)notesthatthedialecticalprocessin criticalreflectionandmeaningmakingiswhatcausestransformation.Transformationisin

96 seeing(yourbeliefsystem)itoccurswhiledwellingonyourthoughtsandinhowyoursoul copeswithyourloss. Brookfield(ascitedinMezirow,2000)explainsthatbasedontheFreireanschoolof thought,reflectiononlybecomescriticalwhenitleadstotransformationFreirebelievedthat withoutsocialaction,criticalreflectionisonlyaformofspeculationthatmakesnoreal differencetoanything.Mezirowhasrespondedtothiscritiqueoftransformativelearning theorybydistinguishingbetweentransformationashabitsofmindandastransforming structures.Henotesthatsignificantpersonalandsocialtransformationmayresultfromthis kindofcriticalreflection.Intransformativelearning,Mezirow(Mezirow&Associates, 2000)explainsthatuponreflection,onecandecidetochangeonesbehaviorornot. Contextbasedlearningandsituatedcognition. Hansman(2001)notesthatthereal worldexperienceoflearningiscrucialtocontextbasedlearningthistypeoflearningis approachedthroughsituationsnotsubjects.Learningisputintocontextbypayingattention tointeractionsamongpeopleandtheirenvironmentwithinalearningsituation(Hansman, 2001).Hestatesthatlearningcantakeplaceinmanysettings.Hansman(2001)statesthat knowledge,skillsandabilitiesofjustplainfolksarevaluedthisviewallowsadult educatorstocreateorenhancecontextsforadultlearningthatempowerslearnerstosharein thedesign,process,andevaluationoflearningactivitiesincommunitiesofpractice.Italso enablesthemembersofthecommunitytodiscover,shape,andmakeexplicittheirown knowledge. Hansman(2001)relatescontextbasedlearningtosituatedcognitionbystatingthatin situatedcognition,learningisasocialevent.Thenatureoftheinteractionsamongthe

97 learners,thetoolstheyuseforinteraction,theactivityitself,andthesocialcontextshapethe learning.Situatedcognitionemphasizesinteractionsamongpeople.Intransformative learning,thesocializationofpeopleandtheirinteractionwiththeenvironmentaffectsthe waytheymakemeaningoftheirexperience.Inthiscontext,dialogueplaysanimportantrole. Situatedcognitiontheoryandcommunitiesofpractice.Theideainsituatedcognition isthatlearningisinherentlysocialinnatureandisarecurringprocessinwhichadultsactand interactwithintheirsocialsituations.Theemphasisisontheinteractionbetweenthelearner andotherlearnersandtoolsinasocioculturalcontext(Grabove,1997Hansman,2001). LaveandWenger(1991)describethefirstcomponentofsituatedlearningas cognitiveapprenticeship,wherelearninginvolvespersonaldevelopmentaswellas developmentininterpersonalandcommunityprocesses.Fromasituatedlearningpointof view,peoplelearnastheyparticipateandbecomeinvolvedwithacommunityoflearning, throughinteractingwiththecommunityandlearningtounderstanditshistory,assumptions, culturalrules,andvalues(LaveandWenger,1991).AsLaveandWenger(1991)explain, thistypeoflearningisaccomplishedthroughmodeling,approximating,scaffolding,fading, andgeneralizing.Thesecondcomponentofsituatedlearning,asdefinedbyLaveand Wenger(1991),iscommunitiesofpractice,whichareinformal,selforganized,andselected groupsofpeoplewhoshareacommonsenseofpurpose,adesiretolearn,andtoknowwhat eachotherknows. BuildingonLaveandWenger,Hansman(2001)explainsthatthedimensionsof relationswithincommunitiesofpracticearewithmutualagreement,jointenterpriseand sharedrepertoire.Inaddition,Hansman(2001)statesthatfromasituatedlearningpointof

98 view,peoplelearnastheyparticipateandbecomeintimatelyinvolvedwithacommunityor cultureoflearning.Theyinteractwiththecommunity,learningtounderstandandparticipate initshistoryandassumptions,aswellasitsculturalvaluesandrules(Hansman,2001).Here, learningissituatedininteractionsamongperipheralparticipantsandfullparticipantsina communityofmeaning(Hansman,2001). Situatedcognitionhastwotenets(Bredo,1994).Thefirsttenetisthatmeaningsare perceivedasinseparablefrominterpretationandknowledgemeaningsarelinkedtothe relationshipsofwhich theyareaproduct(Bredo,1994).Thesecondtenetisthatevery thoughtisareconstructionbecausethememorywepossessisnotastoredmemorybuta processmemory(Bredo,1994).Ontheotherhand,Clancey(1995)saysthatthesituated cognitionperspectivedoesnotdealwithrelationshipsbetweenentitiesbutdealswiththe systemasawhole,coexistingandjointlydefiningmeanings. Selfdirectedlearning.Knowles(1975)definesselfdirectedlearningasaprocessin whichlearnerstakeinitiativeforanalysisanddiagnosisoftheirlearningneeds,formulate personallearninggoals,identifyhowtoachievethem,andreflectontheirachievement. MerriamandCaffarella(1999)categorizethegoalsofselfdirectedlearningintothree groups:1)toenhancetheabilityofadultlearnerstobeselfdirectedintheirlearning,2)to fostertransformativelearningascentraltoselfdirectedlearning,and3)topromote emancipatorylearningandsocialactionasavitalpartofselfdirectedlearning.Inorderfor facultydevelopmenttobeemancipatoryortransformative,itisimportantthattheyhave controlovertheirlearningandaccesstoresourcestheyneed(Grabove,1997).Mezirow (1985,p.27)suggeststhatThereisnoselfdirectedlearner,exceptinthesensethatthereis

99 alearnerwhocanparticipatefullyandfreelyinthedialoguethroughwhichwetestour interestsandperspectivesagainstthoseofothersandaccordinglymodifythemandour learninggoals.Hegoesontosaythatadultlearners,in ordertolearn,needtoreflect criticallyandhaveanunderstandingoftheirreasonsfortheirneedsandinterests.The processofbecomingaselfdirectedlearnermaybeatransformativelearningexperience (Cranton,1996).Cranton(1996)notesthatwhileteachingisoftenasolitaryactivity,even truerforthosewhoteachonline,learningtoteachonlineoftenbecomesprimarilyaself directedpursuit. Informalandincidentallearning.MarsickandWatkins(2001)contrastinformaland incidentallearningwithformallearning.Theydefineformallearningasatypeoflearning whichisclassroombased,highlystructured,andusuallyasponsoredevent.Incidental learning,whichfallsinthecategoryofinformallearning,involvestypesoflearningthat typicallyarenotclassroombasedandthecontroloflearningusuallyfallsintothehandsof thelearner.Informallearningisusuallyintentionalbutnothighlystructured,whereasin incidentallearning,peoplearenotalwaysconsciousoftheirlearning(Marsick&Watkins, 1990).Informalandincidentallearningbothtakeplaceintheprocessofdoing,butnotina plannedway. MarsickandWatkins(2001)statethatinformalandincidentallearningcantakeplace whereverpeoplehavetheopportunityforlearning.MarsickandVolpe(1999)have determinedseveralcharacteristicsforinformallearning.Theybelieveinformallearningcan beintegratedwithdailylife,maybetriggeredbyaninternalorexternaljolt,isnothighly

100 conscious,maybehaphazard,andmaybeinfluencedbychance.Informallearningisa reductiveprocessofreflectionandaction,andislinkedtolearningofothers. Marsick&Watkins(2001)statethattherearethreeconditionsrequiredinorderto enhancelearning.Thefirstistheuseofcriticalreflectiontobringtothesurfacetacit knowledgeandbeliefs.Thesecondrequiresproactivityonthepartoflearnertoactively identifyoptionsandlearningnewskills.Thefinalconditionistheuseofcreativityto encourageawiderrangeofoptions.Marsick&Watkins(2001)believethatwithoutcritical reflection,itisequallypossibletoholdincorrectaswellascorrectassumptions. Bothinformalandincidentallearningarelearnercentered,whereinlessonsare learnedfromlifeexperiences.Informalandincidentallearningarelinkedtoexperiential learning,selfdirectedlearning,reflectioninaction,criticalreflectionandtransformative learning,situatedcognition,andcommunitiesofpractice. Experientiallearning.Kolb(1984)definesexperientiallearningastheprocessby whichexperienceistransformedintoknowledge.InreviewingKolbswork,Illeris(2004) statesthatKolbviewsalllearningasessentiallyexperientiallearningandisconcernedonly withcognitivedimensionsoflearning.Illeris(2004)believesthatitiscrucialthat experientiallearningisincludedinallthreedimensionsoflearningcognitive, psychodynamic,andsocietal. MerriamandCaffarella(1999)explainthatforJarvis(1987),allexperienceoccurs withinasocialsituation,whichisinthecontextwithinoneslifeexperience.Jarvis(1987) definesexperientiallearningastheresultofapersonsexperimentingwiththeir environment.Jarvissmodeloflearningbeginswithapersonmovingintoasocialsituation

101 wherethereispotentialforalearningexperience.Heexplainsthatthelearnermighttake ninedifferentroutes,whichmayresultinlearning.Thefirstthreearenonlearning,the secondthreearenonreflectiveandthefinalthreearereflectivelearning.Jarviscallsthe threefinallearningashigherformsoflearning. Meaningmaking.Ignelzi(2000)notessomekeydevelopmentalprinciples,whichare usefulinconsideringhowhumansexperienceandlearn.Thefirstisthathumansactively constructtheirownreality.Kegan(1982,1994)callsthisprocessmeaningmaking.The secondprincipleisthatmeaningmakingdevelopsovertimeandwithexperience.Kegan (1994)explainsthatmeaningmakingisaprocessthatcontinuestodevelopthroughoutones lifespan.Hegoesonfurthertosaythatinthisdevelopmentalprocesstheremustbeabridge whichprovidesapathtocrossoverfromthecurrentwayofunderstandingtothenewway (Kegan,1994,2000)asalsonotedbytheconstructivedevelopmentaltheory.Ignelzi(2000) saysthatitisimportanttonotethatmeaningmakingisnotthesameasintellectualproperty orability.Meaningmakingisadevelopmentalmeasureofhowindividualsorganizetheir experience,whichevolvesovertime(Kritskaya&Dirkx,2000). Transformativelearningtheoryusestheconceptofmeaningmakingasoneofits maincomponentsothercomponentsincludethoughtsandfeelings,relationships,personal contextualfactors(suchasreadinessforchange)andculture(Taylor,2000),powerdynamics (Smith,2002),andemotions(Daloz,1999).Ibelievethattransformativelearningtheoryhas stronglinkstoconstructivism,selfdirectedlearning,experientiallearning,andsituated cognitionforthefollowingreasons:itisthroughconstructivismthatindividualscreate meaningformtheirexperiencesandactionsselfdirectedlearningallowslearnerstoanalyze

102 anddiagnosetheirownlearningneedsandgoals,andtodefineaplantoachievethemwhich callsforcriticalreflectionexperientiallearningallowstimeforthelearnertothink,reflect andtransformtheirexperienceintoknowledgeandfinally,situatedcognitionpermits learnerstolearnastheyparticipateandinteractwiththeirsurroundings,affectingtheway theylearnandtransform. DifferencesbetweenTransformationandChange Inordertomakesenseofhowthefacultymemberstransitionfromtraditionalto onlineclassroomshasaffectedtheirteachingandlearningparadigms,weneedtounderstand howtheyhavechangedortransformedinthisprocess.Thissectiondefinesthedifferences betweentransformationandchange. Indrawingacomparisonbetweenchangeandtransformation,itseemsthatingoing throughchange,oneisnotabandoningonesvaluesandperceptions(Senge,1990)butina transformation,wequestionourbeliefsandwhattheystandfor,andtrytomakemeaningof newconcepts(Mezirow,1991).Therefore,inatransformation,someofapersonsvalues andbeliefswillbequestioned. Kegan(2000)notesthattransformationcanrefertoanykindofchangeorprocessat all,knownaschangeinlearningwhatweknow.Transformativelearningaimsatchangesnot onlyinwhatweknowbutchangesinhowweknow.Learningcouldbeconsidered transformativewhenitinvolvesdevelopmentofthecapacityforabstractthinking. Senge(1990)explainsthatchangedoesnotmeanabandoningonesvaluesand precepts.Hegoesontosaythatwemustlearnnottoabandonthecorewhilesimultaneously lettinggoofpastwaysofdoingthings.Lookingattransformation,Kegan(2000)saysthat

103 transformationshouldnotrefertojustanykindofchange,eventhosethataredramaticand consequentialchanges.Hesaysthatchangesinonesknowledge,confidenceasalearner, selfperceptionasalearner,motivesinlearning,andselfesteemareallworthyofnotingbut itispossibleforanynumberofthesechangestotakeplacewithoutanytransformationtaking placebecausetheycouldalloccurwithinanexistingframeofreference.Mezirow(1991) considerschangesintransformativelearningasthosechangesinthebasicperceptionsof contextandmeaningcomplexesthataredeeplyincorporatedfromchildhoodandareoften unconsciouslythebasisfortheindividualsmeaningschemesandmeaningperspectives. Burke(2002)definestwotypesofchangeinanorganization.Thefirstis revolutionaryortransformationalchange.Inthistypeofchange,aninitialactivitycalls attentiontoadramaticmodificationofmissionorstrategy,ortheprospectofanew, unforeseencompetitor.Atransformationrequiresimmediateattentionfromallmembersof theorganization.Thesecondtypeofchangeisknownasevolutionaryorcontinuouschange. Inthistypeofchange,improvementmeasuresaretakenintoconsiderationandactedupon. Continuousimprovementmayrequiretheattentionofonlycertainsegmentsofthe organizationpopulation. PorrasandRobertson(1992)alsodefinetwotypesofchange.Firstorderchangesare thosethatinvolvecontinuousimprovementormodificationstotheexistingsystem characteristics.Thisisalsoreferredtoasdevelopmentalorevolutionarychange.Second orderchangesaremoreradical,fundamentalchanges.Changetothefundamentalsofan organizationisknown astransformationalorrevolutionarychange.

104 Intransformativelearningtheory,threetypesoftransformationaredefined. Transformationsinhabitsofmindmaybeepochal,whicharesuddenanddramaticinsight theymaybeincremental,gradualordevelopmentalortheymaysimplybeawarenessofan existingmeaningsystem(Mezirow,1991MezirowandAssociates,2000).Harris(2002) observesthatdevelopmentalstagetheoristssharetransformativelearningtheoristsinterests intransformationsofindividualsmeaningsystems.However,ratherthanassuminga commoncapacityforreflectionandframing,theydescribemajortransformationsthat involveanindividualsdifferentiationfromelementsofhisorherSelf,aprocessthat influenceswhatheorshecanreflectupon.Evolvingfromonestagetothenextinvolves integratingthepreviousmeaningsystemintoanewmeaningsystem.Harris(2000)goeson tosaythatsinceevolutionfromonestagetoanotherinvolvesafundamentalchangeinthe Self,thereisnotonlyachangeinwhatisframed,reflectedupon,ordonebutalsoachange inthepersonwhoisframingandreflectingateachstage.Harrisexplainsfurtherthat transformativelearningprocessesfacilitatedevelopmentalevolutionbutnotall transformativelearninginvolvestransformationfromonestagetoanother.Itisthemeaning systemthatcanbetransformedandenhancedwithinstages,butwhatisexperiencedas transformativeatonestagemaynotbetransformativeatlaterstages. Golia(2003)explainsthatthroughtransformativelearning,weexamineandquestion ourexperiences,howtheycolorwhatweperceive,andwhatmeaningwegiveour experiences.Shegoesontosaythatifweexperienceaneventthatisoutoftheordinaryin ourlives,weexamineourexpectationsbuiltonpriorexperiencesandalterhowweviewthe world.Shedefinesthiseventordisorientingdilemmaaschange.ToGolia,howweprocess

105 andrespondtothechangeexperienceiswhatleadstolearninganddevelopment,to transformation.Mezirow(1991)alsoobservedthatpeoplecanchangethroughlearning. RichardsonandPlacier(2001)examinedteacherschangingintermsoflearning, development,socialization,growth,improvement,andimplementationofsomethingnewor different,aswellascognitiveandaffectivechange.Theresearchersdividedthesechanges intotwocategories.Thefirstcategoryincludesvoluntaryandnaturalisticchanges,whichare relatedtothepersonsbackground,personality,experience,andtheirdifferentapproachesto change.Thesecondcategoryincludestheteachersstagesofdevelopment.Richardsonand Placierrefertothetermdevelopmentasaconceptoflearning.Accordingly,theauthors takeintoconsiderationthosedevelopmentalchangesthattakeplaceduringtheformal preparationofteachersastheymovetowardsbecomingexperiencedandexpertteachers. Summary Byconsideringtheliteratureregardingtransformativelearning,itsrelationshipto otherlearningtheories,andthedistinctionsmadebetweentransformationandchange,wecan betterunderstandandidentifytheexperiencesthefacultymembersencounterintheirjourney betweentraditionalandonlineenvironments.Thisbodyofliteratureprovideswaysfirst,to identifytheassumptionsfacultymembershaveabouttheirteachingandlearningparadigms second,toidentifytheirtraditionalteachingpracticesandfinally,toidentifyhowboththeir assumptionsandpracticeswerechangedortransformedinthistransition. Asafacultymemberstransitionfromtraditionaltoonlineclassrooms,thetransitionis notinisolationfromtheirteachingandlearningenvironment.Consciouslyorunconsciously, facultymembersareaffectedbytheirstudents,theircolleaguesandtheirsurroundings.All

106 threeaffectthewaythesefacultymemberspractice,causingthemtoquestiontheir assumptionsregardingtheirteachingandlearningpractices.Itisthewaytheymakemeaning oftheirinteractionsintheenvironmentinwhichtheyaresituatedthatwillinfluencethe waytheypracticetheirsuccessorfailuredependsontheirinteractionwiththeirsituation. MerriamandCaffarella(1991)state,Evenmiseducativeexperiencesmayberegardedas learningexperiencesalllearningbeginswithexperience(p.256).Thisobservation suggeststhatperhapsthefacultymembersintransitionnotonlyarelearningfromwhatthey readintheliteratureandmanualstoassisttheirtransitionprocessfromtraditionaltoonline environments,butthattheyaregainingtheirknowledgethroughtheirperipheralparticipation withtheirstudents,colleaguesandtheircommunityofpractice. Inreviewingtheliteratureandhavingpresentedatnumerousconferences,Ihave foundtheassumptionsthatfacultymembershaveregardingtheirteachingandlearningas theytransitionfromtraditionaltoonlineenvironmentisanincreasinglypopulartopicinadult educationanddistanceeducationdisciplinesandvenues.Yet,thereareveryfewstudiesthat, atadeeperlevel,lookatfacultymemberstransitioningfromtraditionaltoonlineclassroom, thatexplorefacultymembersassumptionsregardingtheirownteachingandlearninginthis transitionprocess,andthatinvestigatehowtheyviewthistransitionasteachersandlearners. Inmyefforttounderstandhowfacultymemberstransitionfromatraditionaltoonline environment,whattheirperceptionsare,andhowtheybelievetheirlearningandteaching takesplace,Ihavereviewedthreedifferenttypesofliteratureincludingthecomparisonof facultymembersteachingmethodsfromtraditionaltoonlineclassroon,situatedlearningand communitesofpracticeandtransformativelearningtheory.Inordertosituatemystudyand

107 participantsofthisstudy,Ihavecomparedthefaculty membersteachingmethodsasthey transitionfromtraditionaltoonlineclassroom,thechangestheyfaceadthedifference betweenthetwoenvironmentsandlookedatthedifferentrolesfacultymembersholdin theseenvironmentsandthecharacteristicstheyhave. Thesecondsectiontalksaboutsituatedlearningandcommuntiespracticeestablishing thefactthatthefacultymembersarenotaloneintheirtransitionandthattheywithina community.Thethirdtypeofliteraturetalksaboutthetransformatibelearningtheory.Ihave notfoundliteratureaddressingthisdeeperlevelofunderstandingaboutthetransitionof facultymembersandtheirchangesandtransformationstheyface,whichIcategorizeasagap intheliteratureandmostimportanttothisstudy.Throughthisresearch,Ihaveundertakento understandhowfacultymembersperceivedtheirtransitionfromtraditionaltoonline classrooms,howthistransitionaffectedtheirassumptionsandheldbeliefsabouttheir teachingandlearningparadigmsandtheirpractice,andhowthefacultymembers experiencedchangesastheytransitionfromtraditionaltoonlineenvironments. Inanalyzingthedatacollectedduringthiscasestudy,itbecameapparentthatthree newtypesofliteraturewererequiredtosupportthefindingofthisstudy.Theseliterature typesincluderesearchonpresence,imagemetaphors,andemotionalintelligence.Theyare presentedinchapter5.

108 CHAPTER3:METHODOLOGY Thisresearchinvestigatedfacultymemberswhohavetaughtinbothfacetofaceand onlineenvironmentsandexploredtheexperiencesfacultymembershadwhiletransitioning fromtraditionaltoonlineenvironment.Itexploredtheirteachingandlearningassumptions, transformationstheyexperienced,andhowtheybelievedtheirlearningandteaching practiceswereaffectedthoughthisprocess.Thepurposeofthisstudywastounderstandhow facultymembersdiscoveredandexaminedtheirassumptionsabouttheirteachingand learningpracticesinfacetofaceandonlineenvironments.Threequestionsguidedthis research: 1. Howdofacultymembersdescribetheirtransitionfromteachingfacetoface toteachinginonlineenvironments? 2. Whatpersonal,professional,pedagogicalorotherassumptionsdofaculty membersholdaboutteachingandlearningintraditionalandonline environmentsbeforestartingtheirtransitionandhowdothoseassumptions changeaftertheirtransition? 3. Howarethechangesthefacultymembersexperienceastheytransitionfrom traditionaltoonlineenvironmentsdefinedalongacontinuuminrelationto changetheories? Throughcasestudiesinvolvingselectedfacultymembers,thegeneralapproachtothis researchstudywastogaingreaterunderstandingofpersonal,professional,orpedagogical assumptionsthatfacultymembersholdaboutteachingandlearningintraditionalandonline environments.Thegoalsalsoincludedunderstandinghowlearningtakesplaceinthis

109 transitionprocessaswellashowthefacultymembersteachingparadigmsareaffected.The participantsofthisstudywereselectedbasedonthefollowingcharacteristics:their experienceinteachinginbothtraditionalandonlineenvironments,theirsuccessfultransition fromtraditionaltoonlineclassrooms,andtheirbeinglocatedatalocaluniversity. Thischapterhasoutlinedtheresearchdesignforthestudy.Includedisadiscussion abouttheconceptualframeworkofthestudy,thedatacollectionmethods,dataanalysis,and ethicalissues,followedbystrategiesforvalidatingfindingsinthestudy. ResearchDesign Thisresearchhasundertakenanindepthexplorationofhowfacultymembers learningandteachingparadigmsareaffectedintransitioningfromatraditionaltoanonline environment.Thisresearchstudywasconductedasaheuristicmultiplecasestudy(Stake, 1995Yin,1994),meaningparticipantsatvariouslocationswereinterviewed.Aheuristic casestudy illuminatesthereader'sunderstandingofthephenomenonunderstudyandbrings aboutthediscoveryofnewmeaning,extendsthereader'sexperience,orconfirmswhatwas known(Merriam,1998).Stake(1981)describedcasestudiesasfollows: Previouslyunknownrelationshipsandvariablescanbeexpectedtoemergefromcase studiesleadingtoarethinkingofthephenomenonbeingstudied.Insightsintohow thingsgettobethewaytheyarecanbeexpectedtoresultfromcasestudies.(Stake, 1981,p.47) Thereasonforreviewingseveralcaseswasthatitwasverydifficulttodrawmeaning fromonlyonesinglecaseortoidentifymajorpatterns(Kennedy,1979).Merriam(1998)

110 statesthatthemorecasesareincludedinthestudy,themorecompellinganinterpretationis likelytobe. Bylookingatarangeofsimilarandcontrastingcases,wecanunderstandasingle casefinding,groundingitbyspecifyinghowandwhereandifpossible,whyit occurredasitdid.Wecanstrengthentheprecision,thevalidity,andthestabilityof thefindings.(Miles&Huberman,1994,p.29) SinceIreviewedfivecases,Ihavefirstprovidedadetaileddescriptionofeachcase andthethemeswithineachcase,whichCreswell(1998)callsawithincaseanalysis,and thenIhaveconductedacrosscaseanalysis(Creswell,1998)oftheemergentthemes.Eachof thefivecaseswascomprisedofonefacultymember,oneof therespectivefacultymembers colleagues,andoneof therespectivefacultymembersstudentsforatotalof15participants. Theboundariesofthesecaseswerethedurationofasemesterforfacultymemberswho transitionedsuccessfullyfromtraditionaltoonlineclassrooms.Throughthisdataanalysis,a detaileddescriptionofthecasesandaseriesofthemeshaveemerged(Stake,1995). Thedatacollectionprocessconsistedofsemistructuredinterviewingofthefaculty membersinmultipledepartments,alongwithteachingartifactsandrelateddocuments.The purposeofinterviewswasfortheparticipantstoreflectonrecentbehavior,todiscuss changesindetailandgiveaccountsofevents,torecordtheirresponsesandinterpretations, andtodescribehowtheynegotiatedmeaning(Marshall&Rossman,1999). Qualitativeapproach Forthepurposesofthisstudy,aqualitativemethodologywasused(Marshall& Rossman,1999)becausetheresearchdealswithhumanactions,thoughtsandbehaviorsthat

111 areinfluencedbytheenvironmentinwhichtheytakeplace.Merriam(1998)statesthat qualitativeresearchisanumbrellaconceptcoveringdifferentinquiriesthathelpus understandandexplainthemeaningofasocialphenomenonwithlittledisruptiontothe naturalsetting.Sheexplainsthatqualitativeresearchersareinterestedinunderstandinghow peopleexperiencetheirworldandhowtheymakemeaningofit.Thisstudyfocusedonthe individualslivedexperiencesanddependedheavilyondescriptiveandnarrativedatain ordertounderstandactions,thoughtsandbehaviorsoftheseindividuals. Creswell(2003)definesthequalitativeapproachasfollows: Theresearcheroftenmakesknowledgeclaimsbasedonconstructivistperspectives (i.e.,themultiplemeaningsofindividualexperiences,meaningssociallyand historicallyconstructed,withanintenttodevelopatheoryorpattern)oradvocacy and/orparticipatoryperspectives(i.e.,political,issueoriented,collaborative,or changeoriented)orboth.Italsousesstrategiesofinquirysuchasnarrative,grounded theorystudies,phenomenologies,ethnographies,orcasestudies.Theresearcher collectsopenended,emergingdatawiththeprimaryintentofdevelopingthemes fromthedata.(p.18) GlesneandPeshkin(1992)statethatinaqualitativestudy,theresearchdealswith sociallyconstructedrealitieswhichrequiretheresearchertounderstandandinterprethow differentparticipantsofthestudyconstructtheworldaroundthemandhowtheymake meaningoftheirexperience.Theyexplainthatqualitativeresearchisanevolutionaryprocess withaproblemstatement,adesign,interviewquestions,andinterpretationsthatdevelopand changealongtheway.Opennessofqualitativeresearchallowstheresearchertoapproachthe

112 complexsocialinteractionsoftheparticipants,dojusticetothatcomplexity,torespectitin itsownrightbyimmersingthemselvesinthesettingoflivesofothers,andtousemultiple meanstogatherdata(Glesne&Peshkin,1992). Casestudyapproach Thisstudyassumedthecasestudyresearchtraditionofinquiry.Acasestudyisan explorationofaboundedsystemovertimethroughdetailed,indepthdatacollection involvingmultiplesourcesofinformationrichincontext(Creswell,1998,p.61).Yin (1994)definescasestudiesasresearchonaspecificorganization,program,orprocess. MarshallandRossman(1999)arguethatcasestudies,fordatacollection,relyonhistorical anddocumentanalysis,interviewing,andsomeformsofobservation.Theystatethatcase studiestaketheresearcherintoasettingwithdetailnottypicallypresentedinamoreanalytic format.Merriamstates:Aqualitativecasestudyisanidealdesignforunderstandingand interpretingobservationsof educationalphenomena(Merriam,1998p.2).Shestatesthata qualitativecasestudyrepresentsanintensive,holisticdescriptionandanalysisofasingle entity,phenomenon,orsocialunit(p.10). Merriam(1998)statesthatdeterminingwhatconstitutesacasedependsondelimiting theobjectofstudy,meaningthatthecaseisasingleentitywithboundaries.Withthisin mind,then,acasemaybeaperson,aprogram,agroup,acommunity,andsoon.Milesand Huberman(1994)defineacaseasaphenomenonofsomesortoccurringinabounded context(p.25).Theyenvisionthecasewithaheartatthecentersurroundedbyacirclethat definesthecasesboundaryoutsidethecirclewillnotbestudied.Yin(1989)suggeststhat

113 casestudiesshouldbeutilizedifansweringquestionsofhoworwhywhentheresearcher haslittlecontroloverreallifeevents. Merriam(1998)explainsthatthereisnooneoranysinglemethodofdatacollection ordataanalysisinacasestudy.Shestatesthatresearchersusingacasestudyapproachare interestedininsight,discovery,andinterpretationofaphenomenonbyconcentratingona case,theresearchercanuncovertheinteractionofdifferentfactorswiththephenomena.Yin (1994)observesthatacasestudyisadesignbestsuitedtosituationsinwhichitisimpossible toseparatethephenomenonsvariablesfromitscontext.Tellis(1997)statesthatcasestudies canbeseentosatisfythethreetenetsofthequalitativemethod:describing,understanding, andexplaining.Tellis(1997)goesontosaythatacasestudyisdonebypayingspecial attentiontocompletenessinobservation,reconstruction,andanalysisofthecasesunder studyinordertounderstandmeaningandtofindpatternsandthemes. Merriam(1998)characterizescasestudiesasbeingheuristic,particularistic,or descriptive.Heuristicmeansthatcasestudiesbringaboutdiscoveryofnewmeaning,extend thereadersexperienceorconfirmwhatisknown.Particularisticcasestudiesfocusona particularsituation,event,program,orphenomenon.Adescriptivecasestudymeansthatthe endproductisarichandthickdescriptionofthephenomenonunderstudy. Forthepurposesofthisresearch,Ihaveusedadescriptivecasestudy.Merriam (1998)presentsseveralcharacteristicsofadescriptivecasestudy.Adescriptivecasestudy shedslightonthecomplexitiesofasituationitcangivetheadvantageofhindsightyetcan berelevanttothepresent.Merriam(1998)statesthatthissortofcasestudy canshowthe influenceofpersonalitiesaswellastheinfluenceofpassageoftimeontheissue.A

114 descriptivecasestudycanincludematerialssuchasquotations,interviews,andscholarly articles,andtheresearchermaygatherinformationfromavarietyofsources.Itcanalso presentdifferencesofopiniononanissue,suggestinghowthesedifferencesinfluencethe resultsfurther,adescriptivecasestudycanpresentinformationinavarietywaysandfrom differentviewpoints. ConceptualFramework In theprocessoffacultymemberstransitionfromtraditionaltoonlineclassrooms, thefacultymemberscriticallyreflectedontheirteachingandtriedtoidentifythe assumptionsthatundergirdedhowtheypracticed.Brookfield(1995)arguesthatinorderfor ustobecomecriticallyreflective,weneedtofindawaythatwecanreflectbackon ourselves,tobeabletoseeapictureofwhoweareandwhatwedo.Hespecificallystudied teachersandstatesthatthemosteffectivewaytobecomeawareoftheseassumptionsisto viewtheteacherspracticefromfourdifferentbutinterrelatedperspectivesorlenses. Brookfield(1995)describesthefourdifferentlenses:autobiographicalreflectionthe lensrepresentedbythestudentseyesthelensprovidedby thecolleaguesperceptionsand experiencesandfinally,thelensoftheliteratureusedasmyframework.Through autobiographicalreflection,Brookfieldinstructsustolookatourselvesaslearnersand teachers.Tellingthestoryofourexperienceasalearnerallowsaconnectionwithour studentsandoftenbringsaninsightintoourteachingpracticesthatwefeelstronglyaboutbut thatmightbedisconnectedfromourstudents.Asteachers,thesestoriesmakeusrealizeour individualdilemmasandbringmeaningtoourexperiencesandpedagogicalbeliefs.Our

115 autobiographicalperspectiveallowsustoembraceorchangeourwaysandpracticesas teachers. Brookfield(1995)statesthatviewingourselvesthroughastudentseyesisoneofthe mostsurprisingelementsofateacherscareer.Hebelievesthatseeingonespracticethrough studentseyesleadsustoteachmoreresponsiblyandresponsively.Withoutthisperspective, thejobofteachingwellisnotaccomplished.Further,Brookfieldexplainsthatby takinginto considerationtheperspectiveofourcolleagues,wecangainaccesstotheirversionofevents thatwealsoexperiencedsoastogainnewinsights.Throughhearingtheirstoriesand experiences,wecanmirrorourownagainstthemandbeabletocheck,reframeandbroaden ourowntheoriesofpractice(p.35).Brookfield(1995)assertsthattheoriesintheliterature helpustonameourexperiencesandallowustoseealternativeframeworksforthesituations wecomeacross,enablingustointerpretthemmoreaccurately.Brookfield(1995)also emphasizesthatbystudyingthetheoreticalliterature,itbecomesapsychologicaland politicalsurvivalnecessitythroughwhichteacherscometounderstandthelinkbetweentheir privatetroublesandbroaderpoliticalprocesses(p.37). Throughdescribingthefacultymemberscriticallyreflectivejourneyin transitioningfromtraditionaltoonlineclassrooms,thisstudylookedatfacultymembers teachingandlearningparadigms.Throughtheircritical reflectivepracticeofteachingand learning,andusingthemultiplelensesinvolvedinthatprocess,thefacultymemberscould moveinadirectionwheretheoutcomesbestreflecttheinterestsofspecificstudentsin specificsituations(Brookfield,1995).

116 DataCollectionMethods Participants Inordertoselecttheparticipantofthisstudy,Irequestedalistfromtheuniversity distanceeducationandlearningtechnologyapplication(DELTA)officethatindicatedall facultymemberswhohadstartedtoteachinanonlineenvironmentwithinthepasttwo semesters.Thelistwasverycomprehensive.Readingthroughthelist,Ichosetocontact thosefacultymemberswhoseconcentrationwasinhumanities,education,socialsciences, andlanguagesbecauseofmyownfamiliarityinthisfieldofstudy.Iemailedeachoneof themnumeroustimesandafterexplainingmyresearch,Irequestedinterviewswiththem.At theendofthisprocess,withallpotentialparticipantsgivenanequalchancetoparticipatein thisresearchstudy,fivefacultymembersagreedtobeinterviewed.Then,Iaskedeachof thosefacultymemberstorefermetoonecolleagueandonestudentwhohadinsighttotheir transitionfromtraditionaltoonlineclassrooms.Byselectingfivetriadsforatotaloffive cases,Iwasabletotriangulatemydatabetweenthetriadsandbetweenthecases. Forthisresearch,IusedBrookfieldsfourlensesasaframeworktocollectthedata. Thisstudyreliedonindepthinterviewswithfivefacultymembers(whoaspreviously mentionedhadbeenteachingforatleastonesemesteronlineandhadhadasuccessful experienceintransitioningfromfacetofacetoonlineclassroom),plusonestudentandone colleagueofeachfacultymember,foratotalnumberof15participants.Thereasonforusing Brookfieldsfourlensestoframethedatacollectionprocesswasthatviewingwhatthe facultymembersdothroughthesedifferentlensesshowedthedistortedorincompleteaspects oftheirassumptionsthatneedfurtherinvestigation(Brookfield,1995).Byhaving

117 conversationswithstudentsandcolleaguesandreviewingtheliterature,Iwasabletotestthe accuracyandvalidityoftheassumptions(Brookfield,1995).Usingonlytheselfanalysisof thefacultymemberreflectsononlyonemeaningschemeandperspective(Mezirow,1991 Brookfield,1995). Lookingattheautobiographiesofthefacultymembersthroughreflectionmademe awareofassumptionsandreasoningthatframehowtheyworked.Theirautobiographies explainedthosepartsoftheirpracticetowhichtheyfeltstronglycommittedbutthatseemed unconnectedtoanyparticularpedagogicmodelorapproachthattheyhadlearned (Brookfield,1995).Seeingthefacultymembersthroughtheirstudentseyesmadethefaculty awareofthoseassumptionsthateitherconfirmedorchallengedexistingpowerrelationships intheclassroom.Italsoallowedthefacultymemberstocheckwhetherthestudentstook fromtheirpracticethemeaningthattheyintended(Brookfield,1995).Interviewswith colleaguesuncoveredaspectsoffacultymemberpracticesthatwerenormallyhiddenfrom thefacultymembers.Ascolleaguesdescribedthesituationsthatthefacultymembersfaced, thefacultymemberssawtheirpracticeinanewlight.Theircolleaguesservedasmirrors reflectingbacktothemimagesoftheiractions(Brookfield,1995).Ascolleaguesdescribed theirownexperiencedealingwiththesamecrisesanddilemmasthefacultymembershad faced,thefacultymemberswereabletocheck,reframeandbroadentheirowntheoriesof practice(Brookfield,1995).Theliteraturehelpedmeunderstandtheirexperiencesbynaming itindifferentwaystheliteraturealsoilluminatedgeneralaspectsofwhattheythoughtwere individualeventsandprocesses.

118 Basedonmyexperiencewithgraduateadulteducationfacultymembersandmy interestincontributingtothefieldofadulteducationandonlinelearning,andusinga criterionbasedsamplingstrategy,Iselectedfivefacultymemberstoparticipateinthecase study.Thenthefacultymemberseachnominatedonecolleagueandonestudenttobeinthe casestudy,foratotalof15participants.Criterionbasedsamplingstrategy(LeCompte& Preissle,1993Miles&Huberman,1994)isthoughtbestwhenallindividualsbeingstudied representpeoplewhohaveexperiencedthephenomenonandwheretheprimarygoalofthe researchisexplorationandexplanationofmeaning.Forthisreason,Iselectedmy participantsfromthefacultymembersatalocaluniversitywhohadexperienceinteaching bothfacetofaceandonline,whohadtaughtatleastonesemesterinanonlineformat,and whohadhadasuccessfultransitionfromtraditionaltoonlineclassroom.Facultymembers weregiventheopportunitytodescribetheirexperiencesinteachingandlearningin traditionalandonlineclassesaswellastheirtransitionbetweenthetwoenvironments, allowingtimeforselfreflectionColleaguesandstudentsofthesefacultymemberswere questionedregardingtheirexperiencewiththefacultymemberastheyweregoingthrough theirtransition. Interviews Astudyfocusingonindividualslivedexperiencesreliesonanindepthinterview strategytocapturethedeepmeaningofexperienceintheirownwords(Marshall&Rossman, 1999).Whentheresearchercannotobservehowindividualsinterpretmeaning,Merriam (1998)statesthatinterviewsareanecessarydatacollectionmethod.Tocollectdata,Iutilized interviews,teachingartifacts,andrelateddocuments.Theinterviewswerecomposedofthree

119 components(Seidman,1991).Thefirstpartoftheinterviewfocusedonthepastexperiences oftheparticipantwiththephenomenonofinterestthesecondpartfocusedontheirpresent experienceandthethirdpartoftheinterviewjoinedthesetwonarrativestodescribethe participantsessentialexperiencewiththephenomenon.AccordingtoSeidman(1991)using thistypeofinterviewstructurewillenhancevaliditybyplacingtheparticipantscommentsin context. Throughtheinterviewingprocess,theparticipantsexplainedthesignificance,turning points,andcriticalincidents,whileinterpretingthemeaningoftheirexperience.They examinedtheirassumptionsaboutteachingandlearninginfacetofaceandonline environments.Thestudentsandcolleaguesinterviewedprovideddetailedaccountsoftheir experienceswiththeirrespectivefacultymemberinaddition,thestudentsandcolleagues describedhowtheyperceivedtheirrespectivefacultymembersteachingandlearning.Using thisinterviewingprocessmadeitpossibletoconnecttheparticipantsexperiencesandto identifycauseandeffectrelationships.Thisformatenabledmetobetterunderstandhowthe facultymembersmademeaningoftheirteachingandlearningexperiences.Itisthroughuse ofthistypeofinterviewthatIaddressedtheresearchquestions. Documents Anothermethodofdatacollectionwasthroughareviewofteachingartifacts.This methodofdatacollectionisthefourthlensofBrookfieldsframework.Theseartifactsmay bepublicdocumentssuchasminutesofmeetingsorprivatedocumentssuchasjournals, articles,classwebsite,oremails(Bogdan&Biklin,1992Creswell,2002Merriam,1998). Theystatethattheseartifactswillenabletheresearchertoobtain thelanguageandwordsof

120 theparticipantssuchartifactscanbeaccessedatatimeconvenienttotheresearcher. Anotherbenefittousingteachingartifactsisthattheyrepresentdatatowhichparticipants havegiventhoughtandattentionwhilecompilingthem(Bogdan&Biklin,1992Creswell, 2002Merriam,1998). DataAnalysisMethods MarshallandRossman(1999)emphasizethattherawdatahavenorealmeaningand itisbytheresearchersinterpretationthroughdataanalysisandcodingthatitbecomes meaningfultheyalsostatethatdatacollectionandanalysisgohandinhandininterpreting thedata.Theycategorizetheanalysisofdataintosixstages:(a)organizingthedata, (b)generatingcategories,themes,andpatterns,(c)codingthedata,(d)testingtheemergent understandings,(e)searchingforalternativeexplanations,and(f)writingthereport.Ineach ofthesestages,thedatacollectedarereducedtoamoremanageablesize,allowingthe researchertobetterinterpretthelivedexperiencesofthefacultymembersintransitioning fromtraditionalclassroomstoonlineenvironment. Transcription MilesandHuberman(1994)outlinequalitativedataanalysisasthreecomponents: datareduction,datadisplay,andconclusiondrawingandverification.Datareductionisthe processofselecting,simplifying,abstractingandtransformingthedataintotranscriptions. Uponinterviewingthefacultymembers,therecordedinterviewsweretranscribedforfurther understandingandanalysisofinformation.AtranscriberandItranscribedthesetaped interviewsverbatim,andtoensureconfidentiality,thetranscriptionistsignedaconfidentiality agreementnottodiscloseanyinformationintheirpossession.

121 Aftereachinterviewwastranscribed,eachparticipantwasgiventheopportunityto reviewtheirtranscriptsforaccuracy,makeclarifications,andpointoutanypartsofthe interviewthattheypreferrednottomakepublic.Asthesetranscriptionsweresummarized andcoded,emergingthemesandtopicswereclustered,andtherefore,moredatareduction occurred,torelatethedatatotheresearchquestions.Thisprocesscontinuedthroughoutthe researchstudyuntilallthreeresearchquestionswereaddressed.Thedatareductionprocessis notseparatefromanalysisofdatabutapartofanalysis(MilesandHuberman,1994). Coding Creswell(2003)hascreatedseveralstandardsforthecodingprocess.Hestatesthat beforetheresearcherstartsthecodingprocess,alltranscriptionsmustbereadcarefullyin ordertogetasenseofthewhole.Thentheresearchershouldpickoneofthedocuments eitherofmostinterestortheshortest,gothroughit,andwritethoughtsinthemargin.When thistaskhasbeendoneforalltranscriptions,alistoftopicsmustbemade.Inthislist,the researchershouldclustersimilartopicstogetheranddividethemintomajortopics,unique topicsandleftovers.Hesaysthentotakethelistandgobacktothedataandabbreviatethe topicsascodesandwritethecodesnexttotheappropriatesegmentsofthetextandasthe researcherdoesthis,newcategoriesandcodesmayemerge.Creswell(2003)then recommendsfindingthemostdescriptivewordingforthetopicsandturningtheminto categories.Headviseslookingforwaystoreducethelistofcategoriesbygroupingtopics thatrelatetoeachotherandthenalphabetizingthelistofthecodes.Finally,Creswell(2003) suggestsassemblingthedatabelongingtoeachcategoryinoneplaceandperforminga preliminaryanalysisand,if necessary,recodingtheexistingdata.

122 ThesecondcomponentofdataanalysisasnotedbyMilesandHuberman(1994)is displayingthedata.Indisplayingthedata,theinformationisorganizedandarrangedina formatwheretheresearcherisabletodrawconclusionsfromdataandcreateanactionplan. Indisplayingthedatagatheredfromfacultymemberscriticalincidentquestionnaires,a criticalincidentchart,andatimelinewascreatedtoanalyzethedatafromthecriticalincident questionnaires.Stiegelbauer,GoldsteinandHuling(1982)statethatincreatingacritical incidentchartandtimeline,therelationshipsbetweeneventscanbeseenbyrelatingthe incidentswithinthetimetheytookplace.Inusingthistypeofchart,theresearchercansee eventsthatwereseenascritical,influentialordecisiveinthecourseofactiontakenbythe facultymembers. Incodingthedata,Iusedtwodifferenttypesofcodingtoaddresstheresearch questions.Iusedthefirsttypeofcodingtoidentifytheexperiencesthefacultymembershad intheirtransitionfromthefacetofacetoanonlineenvironment,andIusedthesecondtype ofcodingtoidentifythetypesofpresenceexistinginanonlinelearningcommunity. ThesecondtypeofcodinghasbeenpresentedinFigure4.Ihaveusedamodelofa CommunityofInquiry(Garrison,Anderson,&Archer,2000)thatindicatestheelementsof aneducationalexperienceasitrelatestoBrookfieldsfourlensesusedindatacollection process.Inthismodel,Garrisonetal.(2000)explainthataneducationalexperienceis embeddedwithinaCommunityofInquirythatiscomposedofteachersandstudentswhoare thekeycomponentsofaneducationalprocess.Here,theauthorsidentifysomeofthe elementsthatarecrucialforasuccessfulhighereducationalexperience.Garrisons framework,publishedin 2006,iscomposedofthreetypesofpresencesocial,cognitiveand

123 teaching.Theframeworkwasdevelopedtoguidetranscriptanalysis.Hestatesthatthis frameworkprovidesacomprehensivemodelthatmakespossibletheconsiderationofthe interactioneffectsofallthecoreelementsinthismodel.Garrison(2006)explainsthatthe purposeofthemodelisexploratoryandexplanatoryinthesenseofprovidinginsightsinto constructingmeaning.Socialpresenceincludesinteractionwithpeers,cognitivepresenceis interactionwithcontent,andteachingpresenceisinteractionwithinstructorsorstudents.

124

Social Presence

Setting Climate

Supporting Discourse Educational Experience Selecting Content

Teaching Presence

Cognitive Presence

Figure4:CommunityofInquiry:Elementsofaneducationalexperience(Garrison, Anderson,&Archer,2000)

125

Incodingthetranscripts,IutilizedtheCommunityofInquirymodelinadditionto anyothercodesIsawarisingfromthetext.Garrison(2006)givesanexampleusinghis codingschemeasseeninTable3.Atthebeginningofthecodingprocess,heusesthe CommunitiesofInquirycodingschemetolookatthetranscripts.Thenheadvisestolookfor otherindicatorstocode. Table3:Communityofinquirycodingscheme Elements Cognitivepresence Categories Triggeringevent Exploration Integration Resolution Affective(emotional expression) Opencommunication Groupcohesion Designandorganization (instructionalmanagement) Facilitatingdiscourse (buildingunderstanding) Directinstruction Indicators(examplesonly) Senseofpuzzlement Informationexchange Connectingideas Applynewideas Expressingemotions (emotions) Riskfreeexpression Encouragingcollaboration Settingcurriculum& methods Sharingpersonalmeaning Focusingdiscussion

Socialpresence

Teachingpresence

IhaveusedaqualitativeanalysissoftwarepackagecalledATLAS.ti,whichallowed metocodeandsortdatabasedonpredeterminedcodes.Codescanbeadded,changedor redirectedasnecessary.ATLAS.tiallowscodingtobedoneataparagraph,line,orword level,butIidentifiedmycodesbeforestartingthisprocess. Themes Themesfromtheinterviewtranscriptswereorganizedusingamatrix.Milesand Huberman(1994)recommendusingathematicconceptualmatrix.Inusingthistypeof

126 matrix,thedatadonotneedtobeorganizedbypersonsorroles.Analyzingdatacanbemade moremanageablethroughcategorizingthedatainthemesandorganizingtheminthismatrix. Byusinginferencestakenfromthedatadisplayed,theresearchercanlookforpatterns, themesandsearchforvariablesunderlyingthespecifics.Inthefinalstepofdrawing conclusionsandverifyingthedata,MilesandHuberman(1994)statethatfinalconclusions maynotappearuntilthemeaningsemergingfromthedataaretestedfortheirplausibility, confirmability,andvalidity. EthicalIssues Toconsiderthepossibilityofanyethicalissuesarisingasaresultofthisstudy,I conductedapilotstudyofthemethodologyandinterviewquestionstoensurethatpotential problemswouldbeaddressedpriortocommencingtheactualresearch(Seidman,1991)and throughthispilotstudy,Iwasabletoshapemymethodology.Thefacultymember participantsinthepilotstudywerenotparticipantsintheactualstudyandadjustmentsto boththequestionsandcodeddataweremade. Theparticipantsofthestudyreceivedaletterstatingthepurposeofthestudyin advanceoftheinterviews.InstitutionalReviewBoard(IRB)proceduresforhumansubject involvementinresearchatNorthCarolinaStateUniversitywerecompleted.Ideveloped consentformsinaccordancewithgoodresearchpracticeandincludedthefollowing:purpose oftheresearch,thevoluntarynatureofparticipation,methodstobeusedinthestudy, potentialbenefitsandoutcomesofthestudy,entitlementtoviewresultsoftheresearch,and therighttoaskquestions(Creswell,2003).Necessaryvalidationstrategieswereemployedto ensureaccuracyindatacollection.Iusedappropriateandunbiasedlanguageinconducting

127 theresearchandcarefullyguardedagainstsuppressing,falsifying,orinventingfindings (Creswell,2003)tostrengthentheoutcomesofthestudy. StrategiesforValidatingFindings Triangulation Creswell(2003)suggestsseveralstrategiesforvalidatingthefindings.Triangulation isamethodofpinpointingtheaccuracyofqualitativedatabydrawingonmultiplesourcesof data(Creswell,2003LeCompte&Preissle,1993).Bycombiningmultipledatacollection methods,theoriesandanalysis,Iovercameanyweaknessesorbiasesandproblemsthat mighthaverisenfromusingasinglemethodorsingletheoryinthisstudy.Thepurposeof triangulationistoobtainconfirmationoffindingsthroughmergingdifferentperspectivesto thepointthattheperspectivesmergedareseentorepresentreality.Therearefivetypesof triangulation:(1)datatriangulation,(2)methodologicaltriangulation,(3)investigative triangulation,(4)theorytriangulation,and(5)environmenttriangulation.Triangulationis importanttoestablishvalidity,reliabilityandobjectivity(Singleton&Straits,1999). MemberChecking Iconductedtriangulationofdatatoobtainvalidityandreliabilityofdata.Upon conductinginterviewswiththefacultymembers,theirrespectivestudentsandcolleagues, andthencollectingteachingartifacts,thedatawas summarized,codedwiththemesseento beemergingandtopicsaroundwhichtheywereclustered.Theyweresharedwithfaculty membersonaoneononebasis.Creswell(2003)callsthisprocessmemberchecking.This approachdeterminedtheaccuracyofthedescriptionsandthemesthroughtakingthedata resultstotheparticipantstodeterminethattheyfeltthatthethemesareaccurate.Bythis

128 process,Igathereddifferentperspectivesofhowthefacultymembersfeltabouttheissuesat hand.ThistriangulationensuredthatI appropriatelyrepresentedthefacultymembers,their respectivestudentsandcolleagues,andtheparticipantmemberchecksconfirmedwhetherI interpretedtheirresponsesappropriatelyandrepresentedtheirperspectivesaccurately. Creswell(2003)recommendsusingrich,thickdescriptiontoconveythefindings. Thiswillallowthereaderstobetransportedtothesettingandgivethediscussionanelement ofsharedexperiences.ThisassistedinclarifyingthebiasIbroughttothestudy.Thisself reflectioncreatesanopenandhonestnarrativethatwillresonatewellwiththereaders (Creswell,2003).IalsousedwhatCreswell(2003)callspeerdebriefingtoenhancethe accuracyofstudy.Inthisprocess,Iidentifiedapersonwhoreviewedandaskedquestions aboutthestudysothattheaccountwasnoteworthytootherpeoplebesidesme.Also,detailed recordsoftheresearchprocessanddataprovidedreliability(Marshall&Rossman,1999)and contributedtotheoveralltrustworthinessofthestudy(Denzin&Lincoln,2000). Summary Thepurposeofthisdissertationwastodiscoverandexaminehowfacultymembers perceivetheirtransitionfromtraditionaltoonlineclassrooms,howthistransitionaffected theirassumptionsandheldbeliefsabouttheirteachingandlearningparadigmsandtheir practice,andhowarethefacultymembersexperiencechangesastheytransitionfrom traditionaltoonlineenvironments.Thequestionsguidingthisresearchwere: 1. Howdofacultymembersdescribetheirtransitionfromteachingfacetofaceto teachinginonlineenvironments?

129 2. Whatpersonal,professional,pedagogicalorotherassumptionsdofaculty membersholdaboutteachingandlearningintraditionalandonlineenvironments beforestartingtheirtransitionandhowdothoseassumptionschangeaftertheir transition? 3. Howarethechangesthefacultymembersexperienceastheytransitionfrom traditionaltoonlineenvironmentsdefinedalongacontinuuminrelationtochange theories? Thethreebodiesofliteraturesupportingthisresearchstudywere(a)comparisonof facultymembersteachinginfacetofaceandonlineenvironments,(b)situatedlearningand communitiesofpracticetheory,and(c)transformativelearningtheory.Thiswasaqualitative multiplecasestudyandIusedinterviews,teachingartifactsandotherdocumentstogather dataforanalysis.Myparticipantswerefivefacultymembersalongwithoneoftheirstudents andonecolleagueforatotalof15participants.Thestudywasconfinedtoalocaluniversity.

130 CHAPTER4FINDINGS Thisresearchexaminesfacultymemberswhohavetaughtinbothfacetofaceand onlineenvironmentsandexplorestheexperiencesfacultymembershadwhiletransitioning fromtraditionaltoonlineenvironments.Itexplorestheirteachingandlearningassumptions, possibletransformationstheyexperiencedandhowtheybelievedtheirlearningandteaching methodswereaffectedthoughthisprocess.Totriangulatethedata,theresearcherutilized Brookfields(1995)fourlenses:(a)thelensofautobiographicalreflection,(b)thelens representedbythestudentseyes,(c)thelensprovidedbythecolleaguesperceptionsand experiences,andfinally(d)thelensoftheliterature.Forthepurposesofthisresearch,five facultymembers,oneoftheircolleagues,andoneoftheirstudents,foratotaloffifteen participants,wereinterviewed. Thischapterpresentsthefindingsthataddress thefirsttworesearchquestionsguiding thisstudy.Thefindingsonthedifferenttypesofonlinepresencethefacultymembers experiencedbasedontheGarrisonetal.(2000)modelof CommunityofInquiry:Elementsof aneducationalexperience,whichlinkstothethirdresearchquestion,willbeaddressedin chapter5. Transitionoffacultymembersfromfacetofacetoonlineenvironments Thefirstquestionthatguidedthisresearchwashowdofacultymembersdescribe theirtransitionfromteachingfacetofacetoteachinginonlineenvironments?Asfaculty memberstransitionfromtraditionaltoonlineenvironments,theyfacemanydifferent situations.Ininterviewsconductedforthisresearch,thefacultymemberstalkedabouthow theystartedtheirjourneytoanonlineenvironment,whatadvantagesanddisadvantagesthey

131 sawbetweenthetwoenvironments,therolestheyplayedanddifferentsituationstheyfaced astheytransitionedfromtraditionaltoonlineenvironment. Intheirinterviews,facultymembersidentifiedseveraltypesofinitialproblemsthey encounteredastheystartedtoteachonline.Theseissuesincludedorganizationalproblems, technologicalproblems,senseofconfusion, problemsdealingwithstudentsandpersonal problems,suchaslackofconfidenceandfear. They citedorganizationalproblems.Tostartoffthecourse,onefacultymember noted:Thefirsttwoweekswerereallydifficultjustintermsofwhattodo,howtoget organized,howtomakethecoursemyownratherthansomeoneelses.Inorganizingonline synchronousmeetings,onefacultymemberstated,Findingatimewhereeverybodycould meetsynchronously,thatwasanissue.Otherorganizationalproblemswerecreatingand organizingacollaborativeexperienceforthestudentsonline.Oneofthenewfaculty membersinterviewedexpressedfrustrationthat,BecauseIwasnew,Ididnthaveaccessto thecourserightaway. Thereweretechnologicalproblemswithgettingallstudentsonthecoursesiteas studentshadalittlebitofexperiencewithCentra,butIthinkworkingoutthetechnical difficultiesinCentrawherepeoplewereusingdialuporjusthavingtroublegettinginwas alsoproblematic. Oneofthefacultymembersexplainedthat youmustworkinadvanceof whatyouregoingtodotosetupasessionandorganizethingsbecauseyoudontwantto wastepeoplestimefumblingaroundduringanonlinesession.Youaregoingtobeinthere foraboutanhouroranhourandhalfinsteadofthreehours.

132 Theyalsoexperiencedasenseofconfusion.Therewasasenseofpuzzlementand confusiononthepartofthefacultymember.Onestated,MyfirstfearwasIcouldnt imagineteachingusingjustaWebCTVistaorthattypeofsoftwarebecausewiththe graduateclassestheressomuchinteractionandgettingtoknowoneanother.Problems dealingwithstudentswerealsopresentinthissense:ThatwasanotherthingIforgotto mentionearlier.Intransitioning,Ilearnedthatyoudontwanttododiscussionboardswith allfifteenstudentsinoneboard.Thefacultymemberwentontoexplainthatwithalarge numberofstudents,studentswillnotperformaswellandwillnotdotheirworkwhereas wheretheyweredividedintosmallergroupsresultedinamoreproductivesession.Some studentswillassumethatjustbecausetherearealotofotherstudents,theirnonparticipation willgounnoticedbythefacultymember.Bycontrast,insmallergroups,thestudentswill feelmoreobligatedtotheirgroupandtherewillbemoreofsenseacommunitythatthey belongtoandareresponsiblefor. AdvantagesandDisadvantagesofOnlineandFacetoFaceTeaching Inourconversations,thefacultymembers,theircolleagues,andtheirstudentstalked aboutthemanyadvantagesanddisadvantagesinteachinginafacetofaceversusanonline environment. AdvantagesofFacetoFaceTeaching Amongalloftheadvantagesofbeinginafacetofaceenvironment,theirmost agreeduponwerecollaboration, feedback,learningstyles,andpresence.Aninteresting observationin thisresearchworthnotingisthatsomeadvantagesanddisadvantagestoonline andfacetofaceteachingplayedoppositerolesinalternateenvironments.Learningstyles

133 wereconsideredanadvantageinbothfacetofaceandonlineteachingbecausethereare differentmeansinbothenvironmentstoassiststudentsintheirlearningabilitiesor disabilities. Collaborationisimportantinanyclassroombecauseitallowsthestudentsandthe facultymembertosharetheirideasandstoriesandtolearnfromeach othersexperiences.It alsoallowsstudentstoworkmoreeasilytogetherbybeingincloseproximity.Onestudent said,Ilikefacetofacebecauseyoureabletohearotherpeoplesquestionsandother peoplesresponsesandyoucanalsotalktoyourpeersaswellastheteacher. Givingtimelyandappropriate feedbackisanimportantpartofalearningprocess.A facultymembersaidthat,Youmeetsomebodyandifthestudentshavequestions, everythingsansweredandsaidanddoneattheendofthethreehours.Facultymembersfelt thatinafacetofaceclassthereismoreimmediatefeedback.Theyalsostatedthatinthis environmenttheycouldbetteraccommodatedifferentlearningstyleswiththestudentsas theycangetafeelforhowastudentisdoingandhowheorshelearnsbest. Inafacetofaceenvironment,presenceoffacultymembersismoredistinctduring theclassperiodthaninanonlineenvironment,becausetheyaremorevisibleandavailableas studentsneedthem.Astudentvoicedhispositiveresponsetowardsafacetofaceclassby saying,Ifeellikeyoureallydevelopfriendshipswhenyourefacetofaceandyoureally gettoseeyourprofessor,putafaceinsteadofaname,andagainthequestioningwetalked aboutbeforeIgettohearwhatotherpeoplehavetosay.

134 DisadvantagesofFacetoFaceTeaching Thefacultymembersnotedlackofflexibility,and ageasmaindisadvantagesof teachinginafacetofaceclassroom.Onissuesof lackofflexibilityinafacetofaceclass,a facultymemberstatedthatImveryawareofthisandintheclassroomsometimesIsee studentsstrugglingbecausewehavetogofast.Wehaveascheduletofollow.Otherfaculty membersinterviewedalsocommentedonthetimedependencyofafacetofaceclass,being boundbyallottedclasstime,andhowyoumustfillupthetimeandalso,thetraveltimeto gettoandfromtheclass.Onpreparationfortheclass,allfacultymembersnotedthatthey mustbecompletelypreparedbeforeenteringtheclassanditisIntimidatingwhenyouare standingupinfrontoffifteenstudentsandonefacultymemberstated,Imsortofstressed thewholedayuptofouroclockknowingthatyouhavetobethereandbethepersononthe stage. Asurprisingfindingindisadvantagesofteachinginafacetofaceenvironmentwas theissueof age.Theyoungerfacultymembersstatedthattheyarenottakenseriouslyina facetofaceenvironmentduetotheirage.Onefacultymembernoted: Thestudentswereallolder.Theywereteachingandhadtaughtformanyyears.Ijust sortofgottheimpressiontheywerentthatinterestedinlisteningtometalkabout theory.Wetalkedalotabouteducationaltheorybutdidnthaveanypractical experiencesoyousortofgetthisimpressionthatyourstudentsarenotreally absorbingwhatyouretryingtogetthemtolistentoortakingitseriously. Ontheotherhand,anolderfacultymemberstated,Threecoursesinaclassroom backtobackisverytiring.Istartedoutdoingfour,butI wasyoung.Nowtwoclassesare

135 enough.Shewentontosaythatforolderfacultymembersteachingonlineislesstiringand lessdraining,whichshenotedasanadvantageofteachingonline,butthelearningcurveis steeperanditissometimesdifficulttolearnallthetechnology.Someotherdisadvantages notedbythefacultymemberswere,again,flexibility,whichwasalsoanadvantageofaface tofaceenvironment,preparation,andthefeelingofintimidation.Inhisviewabouthis professor,onestudentsaidthat,Inthefacetofaceclasstheonlydisadvantageisyouhave toreallybepreparedforyourclass,completelyprepared.Youalsohavetobeawareofthe [software].Youhavetobereadywhentheyaskyouaquestion,soitismorechallenging. ThatsthewayIseeit.Itsmorechallengingtoteachfacetoface. AdvantagesofOnlineTeaching Thefacultymembers,theircolleagues,andtheirstudentsstatedseveraladvantagesto teachinginanonlineenvironment.Someoftheadvantagesnotedweresenseof power,useof technology,accesstoresources,flexibility,reflection,anonymity, teachingoptions, learning stylesandteachingstyles.Allparticipantswereenthusiastictobeinanonlineenvironment andbelievedthattherearemanyadvantagestoteachinginanonlineenvironmentratherthan facetoface. Anadvantageofteachinginanonlineenvironmentforthefacultymemberswasa senseof power.AfacultymemberfeltthatthestudentsknowthatImtheteacherandthat Iminchargeof theclassandthatsjustthewayitis.Acolleaguenoted, Ithinkthestudentsfeeltotallycomfortablewithhimbeinginchargeoftheirlearning intheonlineenvironment.Ithinkhewasdefinitelyinchargeoftheclassbecausehe

136 knewmorethanthe[students]didbuttheysawitmoreasaresourceandlessofan authoritativefigurelookingovertheirshoulderandslappingtheirwrists. AstudentexpressedthatHe[thefacultymember]wasamasterofthatwebsite instrument.Iguesstheonlytimeheusedhispowerisacoupleoftimeswhensomeonewas goingovertimetalkingtoomuchorwhatever,thenheneededtostepin.Sohewasstepping inandlettingthepersonknowtoconcludeorhewouldtakeawaytheaccesssoyoucould talkbutnoonecouldhearyou. Useoftechnology toenhancetheonlineclassexperienceforstudentswasimportant asnotedbyonefacultymember.Technologycanreallyreachoutandcanhelppeoplewho arenot20yearoldswithafamilysupportingthemandbeingabletohaveagoodtimein collegeforfouryears.Sothatsveryimportanttome.Itmakesitaccessibletoalotmore people. Otheradvantagestousingtechnologywerecreatingopportunitiesforstudentsto accessresourcesonline,the flexibility ofattendingclassanytimeandanywhere,andthefact thatyoucanpaceyourselfandhavemoretimefor reflection,whichallowsboththefaculty membersandthestudentstothinkaboutwhattheyneedtosay.Afacultymembers commentonflexibilityandtechnologywasthatinanonlineenvironment,Letssay somebodyhassomekindofhandicaporlearningdisabilityorthingslikethatcannothear well,whatever.These[situations]arewherethetechnicaltoolsaresoimportant.Theyreally dohelppeoplegooverthe obstacles.Thereisalsothesenseof anonymity,whichgives comforttosomestudentstorespondtoclasspostsandstatetheirideas.Thefacultymembers havemoreteachingoptionswiththedifferenttoolsavailableandarealsoableto

137 accommodatestudentswithdifferentlearningstyles.Theyfeltonlineteachingcanalso accommodatefacultymemberswithdifferentteachingstyles. DisadvantagesofOnlineTeaching Theparticipantsofthisstudynotedseveraldisadvantagestoteachinginanonline environment.Thesedisadvantagesarerelatedtorelationshipsandcommunication, preparationforteachingonline,providingfeedback,onlinepresence,creatingcommunities, anduseof technology.Onecolleaguesaid,Wehaveouremotionsthattrytohelpustosend messagesbuttheressomuchthatcanbemisinterpretedinanemailwhereitsinnocentand its[mis]takencompletelyontheotherendandithastodocompletelywithpersonalityand howthepersonisfeelingorperceivingtheotherperson.Somuchislostsothatsasad thing.Thefacultymembersfinditdifficulttoseeifthestudentisstrugglingandcannot easilyestablishrelationshipswiththestudents.Thefacultymembersseemtolackpresence onlinetothestudents,andsometimes,thiscanmaketheonlineexperienceimpersonal. Anotherfacultymemberstatedthat,LikeIsaid,IdontfeellikeIreallyknowmystudents. Iknowfaces,IknownamesandIknowageneralbackground,butIdontreallygettoknow theirrealpersonalities. Onpreparingtoteachanonlineclass,oneofthecolleaguesinterviewedstated, Preparingqualitymaterialforadistancecourseisgoingtotakeasubstantialamount oftimeandeffortandfocussothattheproductisgoingtomoreorlessequaltowhat youcoulddoinaclassroom.Inotherwords,youhavetoanticipatesomuchmorein acomputerbasedinstructionenvironmentatechnologydeliveredenvironment anticipatemuchmorewhatthestudentsmightbethinkingandwhattheyneed.

138 Thefacultymembersallfeelthattheyspendalotoftimepreparingfortheclassand answeringemailsandittakesmoretimetoteachacourseonline. Onprovidingfeedbackandpresenceinanonlineenvironment,onefacultymember stated,Inmyteaching,Ifindthatitstartsanditneverends.Mystudentsexpectmetobe onlinesometimeslikelateatnightorearlyinthemorningandsoImconstantlymonitoring whattheyredoingbecauseIdontwantthemtogoalongperiod.Thefacultymembersfind beingpresentandavailableconstantlyverytimeconsuming.Theystatethatthereisaneedto findbalanceingivingfeedbackandrespondingtostudentneedsinteachinginanonline environment.Anotherstruggleintheonlineenvironmentistofigureoutwaystocreateand monitorgroupactivitiesandformcommunitiesoflearningamongthestudents.Itisoften hardtofindcommontimesforstudentstomeetonline,andmaintainingadiscussionisa struggleduetolackofstudentparticipation. Almosteveryoneinterviewedmentionedproblemswith technology.Afaculty membersaid, Technologywisetherewasadefinitehurdleforfolkswhohadneverseenthis technologybefore,justtogetaccustomedtothemechanicsofyoureinavirtual environment,youusekeyboardcontrolstomovearound,youhavetodothesethings toinstallthesoftware,youhavetodothesethingstofollowthesystemrequirements. Sojusttherampupofgettingpeopleintotheenvironmentwasalittlebitofa challenge. Anotherfacultymemberpointedoutthatinordertocreateaneffectiveonline environment,Youhavetoknowwhatthetoolsarecapableofdoing.

139 Allparticipantsnotedthatfacultymembersplaydifferentrolesinanonline environment.Onestudentstated, Well,intheonlineclass,ittakesalittlebitofeverything.Hesafacilitatordefinitely, ateacher,amentorbecausehewillteachyoubutsometimesifyoucouldnt understandanything,hedactuallygoandpersonallytalktoyou.Hewouldisolate youinadifferentwindowandtalktoyouonyourown.Sohewasamentor.Hewas helping.Notsomuchalecturerbecausemostofthematerialyoureadonyourown. AndthenafacilitatoragainbecausewehadDVDssohewasfacilitatingthoseDVDs. Theystatedthatafacultymemberplaysdifferentrolesandwearsmultiplehats, sometimesatthesametime,toconductanonlineclass.Afacultymemberisaconveyerof information,afacilitator,amentor,ateacher,amoderator,atechnicalsupporter,abossand aninstructionaldesigner,dependingonthesituation. Insummary,therewereseveraladvantagesanddisadvantagesnotedbythe participantsinteachinginafacetofaceandonlineenvironment.Amongtheadvantagesand disadvantageswerecollaboration,feedback,learningstyles,presence,andlackofflexibility. Sometimeswhatthefacultymembersthoughtweredisadvantagestoteachinginone environmentwasactuallydiscoveredasanadvantagewheretheyhadassumedtherewould benone.Theirassumptionsturnedouttobeoppositeof whattheyhadbelievedwouldbe trueabouttheirteachingintheseenvironments. AssumptionsofFacultyMembersaboutTeachingandLearningEnvironments Thesecondquestionguidingthisresearchiswhatpersonal,professional,pedagogical orotherassumptionsdofacultymembersholdabouttheteachingandlearningintraditional

140 andonlineenvironmentsbeforestartingtheirtransitionandhowdothoseassumptions changeaftertheirtransition?Thissectiondiscussesassumptionsaboutfacultymembers teachinginonlineandfacetofaceenvironments,theirimpetusfortransitioningtotheonline environment,theironlineexperiences,andtheirstrengthsandweaknessesinfacetofaceand onlineenvironments. Asthefacultymemberswerepromptedtotransitionfromtraditionaltoonline environments,theyhaddifferentassumptionsregardingteachingandlearninginfacetoface andonlineenvironments.Someassumptionscitedbyfacultymembers,colleagues,and studentswereuseoftime,easeofonlineclasses,andevaluations. Regardingfillingupthetimeinanonlineclass,onefacultymembercommentedthat Inthefacetofaceclass,itsverytimedependentthereslikeathreehourwindow.You sortoffeellikeyouhavetofillthatupcompletelywhenthestudentscomeinandyouhave tolectureandhaveinteractionanddiscussiontosortoffillthewholethreehours.Thatssort oftheassumptionaboutafacetofaceclassandIthinkthestudentshavethatassumption. Anothercommentedthat,Idontthinktherewasanexpectationthatyoureallyhavetokeep themoccupiedforthreefullhoursintheironlinecourse,ascomparedtoafacetoface classroom. Anotherparticipantstated,Ithinktherearesomeassumptionsaboutonlinelearning thatthestudentshavethatmaybethosecoursesareeasier.Igetprettygoodfeedbackonmy onlinecourse.Oneconcernforthefacultymemberswasthattheirevaluationswerelowerin anonlineclassthaninfacetoface.Theysaythatyougetworseevaluationsingeneralfor anonlinecoursecomparedtoafacetofacecourse.Iguessthatsanotherassumptionwhich

141 maybebasedonfactsbutthathasntheldtrueformeyet,soIdontthinkImoverworking thestudentstoomuch. Someparticipantsintervieweddidnotthinktherewasmuchdifferencebetweena traditionalandonlineclassandonenotedthat, Idontthink[facetofaceandonlineclassare]anydifferent.Ithinkyourvaluesand beliefsinteachingremainthesame.Theyshouldremainthesame.Ithinkoftentimes peopleseeteachingonlineassortoftheeasywayoutbecauseitsteachingfrom home,butinalotofwaysitsmorework.Youstillhavetoprepareactivitieseven thoughitsstillnotalecture.IdontteachonlineanydifferentthanIdofacetoface. Soyes,forme,theresreallynodifference. Anotherfacultymemberstated,Mybeliefsaboutmyteachingorassumptionsabout myteachingismaybedifferentdependingonwhetherornotImteachinganundergraduate courseorgraduatecourse.Sothedistinctionwasnotwhetheritwasatraditionaloronline classbutthelevelitwas.OnenotedthatIdontthink[facetofaceandonlineclassesare] necessarilydifferentbutIthinkinafacetofacecourseIwouldtrytohavesomelecture controlling[boundariesontopicsdiscussed],totrytoatleastconveywhatIthinkare importantpointsaboutdifferenttopics Impetusfortransitioningtoonlineenvironment Allfacultymembersinterviewedhadanimpetusthatcausedthemtoseetheneedto transitionfromfacetofacetoonlineenvironment.Thissectiondiscusseshowthefaculty membersmovedthroughtheirtransitionandstartedtoteachonline,anddescribesfurtherthe

142 effectsithadonthemaswellaswhattheirweaknessesandstrengthswereinthistransition andintheonlineenvironment. Allthefacultymembersinterviewedforthisstudyhaddifferentreasonsforwhythey hadtotransitionfromfacetofacetoanonlineenvironment.Amongthosereasonswere grantseeking,financialincentives,studentneeds,programrequirementsandpersonal interest.Onefacultymemberstated:Iwasmostlyaskedbythedepartmenttoteach.A colleaguenoted:Thereasonforher[facultymember]teachingmoreandmorecourses onlinehasbeenthedemandforthemfromstudentsandtheinstructionaltechnology program.Anotherfacultymemberexplainedherreasonsforteachingonline: Firstofall,Iwasmotivatedtoteachonlinebecausewejuststartedagraduate programandwewantedtoencourageolderstudentstosignupforclassesandour targetoftenishighschoolteachersandofcoursetheyhavetocomeaftertheyfinish teachingthemselves.Alsothesepeople,workingpeople,haveotherobligationsso onlinewasagoodwaytoreachoutfor thenontraditionalstudents. Onefacultymemberreasoned,Ihadastronginterestintechnologyandwantedto learnmoreandseehowitallworks.Anotherreasonforoneofthefacultymembertotake ontheresponsibilityofteachinganonlineclasswasthatThegranthadjustbeenfunded, whichiswhatIwasworkingon,andnoonereallyhadaninterestindoinganyresearchon thedistanceeducationcomponent.Anotherfacultymemberstated: InitiallythereasonIgotinvolvedinthisonlinestuffisbecauseofthisNSFgrantand thatgrantcameatjusttherighttimeforme.ItwasrightbeforeIwentupfortenure

143 andpromotionandIthinkpartofthereasonIjumpedontothatisIneededsomething bigtohelpwithpromotionandtenureandthenwegotit. Regardlessofthemotivationthatgottheminvolved,thefacultymemberstartedto findthatitwasmorecomfortableforthemtoteachinthisenvironmentandthattheycould teachaswellonlineasfacetoface.TheyfoundthatItwasareallygoodculturalexperience formegettingtoknowtheinnercityschoolsinandthengettingtoknowthosereally remote,ruralteacherstheyalsoclaimedtohavelearnedalotmorefrommystudents. Thefacultymembersalsoacknowledgedthefollowing: IteachthreeofmyfourclassesonlinenowsoIfeelfromthatstandpointthatpeople realizeitsalotmoreworksoitgivesyoualeguppeoplerecognizeand appreciatethatyouremakingtheefforttodosomethingthatcouldbeofbenefitto thecollegeandtheelearningcertificatetheyrecreatingisanotherexample. AfacultymemberexplainedthatIwouldsayinitiallymyassumptionsandbeliefs aboutmyteachingonlineIwasnotveryconfidentatall.Ihadalottolearn.Istilldobut Imfeelingbetteraboutteachingonline.Ithinksomeofthatisconfidencemoreconfidence inthosetoolsbutthenalsofeedbackImgettingfromstudentsabouttheirexperiencesin mycourse. OnlineExperiences Asthefacultymemberstransitionedfromtraditionaltoonlineenvironment,theyhad manydifferentexperiences.Someofthemajorareasthefacultymembersencounteredwere learningstyles,presence,feedback, reorganizationofteachingmethodsandconcepts, professionaldevelopment,technology,collaboration,timeandobligations.Onthesubjectof

144 learningstyles,onefacultymemberstated,Iknowthattheyarenotallwonderful,butI reallytrulybelievethateverybodyhaspotentialtolearnandtostriveattheirownpace sometimes.Theparticipantsnotedthatinanonlineenvironmentyoucanusedifferent activitiestoaccommodatedifferentlearningstylesandwhatmightseemlogicalforthe facultymembermaynotmakesensetothestudent.Theyfeltasfacultymemberstheyshould useresearchtoseehowstudentslearnbestandadjusttheirteachingstylestoaccommodate thestudents.Facultymemberswereusedtohavingstudentsfacetofaceandnotinthe cyberspaceand,therefore,sometimestheywouldforgettoaskthemquestions.Thefaculty membersfeltthatthestudentsexpectedthemtobepresentonlineallthetimetoanswerse mailsandprovidefeedback.Afacultymemberstated,Studentssometimesforgetthat facultymembershaveotherresponsibilitiesaswell. Afacultymemberexplainedthattherewasaneedtoreorganizehisorherteaching methodsandconcepts. Wehavealotofstudentsthatarecomingbackassecondcareerstudents,meaning thattheyreolderadultsandtheyhaventbeeninaclassroomoreducationalsetting foryouknowfifteen,twentyyears,andsotheyrecominginwithallthesefearsand misconceptionsandtrepidationsandsoIhadtolearnhowtoaddressthemandmake themfeelcomfortableaswellasmodifymyteachingstrategiesanddevelopnew resources. Afacultymembernotedthatinanonlineenvironment,Wegive[students]notjust anopportunitytodiscussbuttoorganizenewinformationandyoubecomemorediversein yourteachingonceyoureexposedtothesedifferentwaysofteachingpeopleinformation.

145 Onlineenvironmentwasagood professionaldevelopmentexperienceforallthe facultymembersinterviewedandtheyfeltthatitexpandedtheirapproachestoteaching.One facultymembernoted,ItwasgreatbeingastudentagaintoknowhowmuchIdidntknow andtolearnnewtechniques.Itreallywasveryinteresting.ItsnotanexperienceIgettohave veryoften,tobeabletotakeaclasslikethatsoIreallyenjoyedthattimebecauseIwas purelyastudentthen.Theystatedthattheylearnedalotfromtheirstudentsandlearnedby teachingtheonlineclassandfoundnewperspectivesonteachingbybeinginthisnew environment.Theyfeltthatbytransitioningfromfacetofacetoanonlineenvironment,they gainedmaturityandskills.Theyimprovedwithexperienceandfeltagradualsenseof confidenceasthesemesterwentby.Someofthefacultymemberseventookworkshopson learninghowtoteachonlineinadditiontolearningalotthroughtrialanderror. Technologywassometimestroublesomeasthefacultymembershadtofamiliarize themselveswiththetoolsandalsoexplaintheuseofthetechnologytothestudents.They alsonotedthatreceivingtechnicalsupportwassometimeshardandtheyhadtolookfornew morecapabletoolstouseintheironlineclassrooms.Thefacultymemberswerefrustrated withsettinguponlinegroupsandhadahardtimeusingtechnologyforcollaborative purposes,eventhoughtheyfeelthatIncludingcollaborativecomponentisimportantso [students]feelmorepartof theclassonline.Timewasamajorfactor,asitwashardto managetimemoreefficientlyonlineanditwasverytimeconsumingtoteachinthisformat. Oneuncomfortableaspectintheirexperienceofteachinginanonlineenvironment wasthemany obligationsthefacultymembershadtofulfill.Theyfeltuncomfortable

146 becausetheydidnothaveenoughtimetoteachonlineanddealwithmanyotherinstitutional issuesthatdemandtheirattention.Onefacultymembersaidthisaboutherresponsibilities: Soyouknowthewaytheuniversitysystemis,youhavetopublish.Sowhenwetalk aboutmotivation,yesifyoucareenoughaboutteachingandreachingouttoother peopleandallthat,yesyoumakethesacrificeofsayingok,foronesemesterIm goingtoputmyresearchonthesideburneranddothisbutyourenotgoingtoget rewardedbytheadministrationforteachingonline.Theyllsayhowmanyarticlesdid youpublishthatsemester?Soyouseeyouarecaughtbetweentwothingsandyou havetomakeachoice.AndImparticularlythinkingaboutthekidsformeIve beentenuredfortwentyyearsorso.Soitsnotthesameassomebodywhosbrand newandhastogettenureandwillbejudgedalmostentirelyontheirpublications.Its aparadoxbecausethesepeopleareyoung,theyvealwayshadacomputerintheir livesandtheyprobablywouldbethebesttoteachonlineordothiskindofthingbut theyhavetoinvesttimethatstoopreciousbecausetheyneedthepublicationstoget tenure.Ivealwaysfeltthatweresupposedtobejudgedonteachingandresearch, butwhatIveseenbasicallyiswerejudgedonresearch. StrengthsandWeaknesses Therewasanarrayoffacultymembersstrengthsandweaknessesnotedbyfaculty members,theircolleagues,andtheirstudentsastheytransitionedfromtraditionaltoonline environments.Amongthemwereage,timidness,lackofknowledgeintheliterature,comfort level,collaboration,communication,experience,organization,andtechnology.

147 Onefacultymemberandhiscolleagueexplainedhisweaknessbeinginfrontofand teachinginafacetofaceclass,duetohisyoungageandtimidnesswithnewpeople.He, therefore,foundtheonlineenvironmentmorecomfortable.Thefacultymembersaid, Alotofthestudentsareolderthanme,alotofthestudentsteach,theycontrol studentsalldaylongbeforetheycomeintomyclassandsoIthinkmaybethereis thisitcouldbeaparanoidthinginmymindbutitseemstobemaybethestudents thinktheyhavemoreteachingexperienceandwhyisthisguyteachingus. HiscolleaguestatedthatTheonlythingIhaveeverthoughtofas[his]weaknessis thatheistimidmaybeIdontknowtherightwordrightwhenhemeetsnewgroupsof people.Especiallyinitially,itsdifficultforhimtoconnectreallyeasilywithpeoplehis youngagewasnotseenasmuchofanissue. Afacultymemberstatedthathisweaknesssometimesbothinafacetofaceand onlineclasswaslackofknowledgeintheliteratureduetothevastarrayofstudent backgroundsandexperiences.Hestated, WeaknessesthiscouldbeonlineorfacetofaceIthinkingraduatecourses,my depthofunderstandingmaybetheliteratureinthatparticularfieldisnotasdeepas otherpeoples.IdontknowIwouldsay thatImnotaswellreadasothers probablybecausemyfocusisonengineeringdesigngraphics.Ifyouaskmea questionaboutthat,Ifeelprettyconfident.Ithinkpartofthatisbecauseinmy positionImightfeellikeImtryingtodotoomanythings,teachundergraduateand graduatecoursesininstructionaldesign.ThenyouhavetolearnallthesetoolsandI thinkIdontspendenoughtimelookingatliteratureincertainareasandIlllet

148 studentsdothatandbringthattoclass.IdsayifIhadaweaknessthatwouldbeone ofthem.Notbeingabletoknoweverybodysfieldsandwhattheliteratureis. Comfortlevelandbeingusedtodoingthingsacertainwaywasanotherweaknessfor oneofthefacultymembers.Ithinkasfarasanyweaknessgoes,Ithinkitsaclassic exampleofanyfacultymemberjustbeingcomfortablewithacertainwaythattheydo thingssoIthinkwefoundittobechallengingonoccasiontouseadifferentwayof presentinginformationandmaterial.Onecolleaguecommentedonthefactthatitwashard tocollaborateandworkasateamtodevelopanonlineenvironmentsaying,Ithinkthatwas difficultsometimestounderstandthedirectionatalltimes.Thecommunication[italics added]wasanothersmallbarrier.Wellnotbarrier,butobstacle.Ithinkweallcouldhave donebetterwithcommunicationbutIthinkthereweretimeswherewefelt[thefaculty member]mayhavegoneoffintotheweedsandkindofdidhisownthingandwewouldnt findoutaboutituntillateron intheprocess.Feedbacktiesintohavingagood communicationsystem. Maybeastrengthiseitheronlineorfacetoface,Irespectpeoplestimeandthetime theyreputtingintothecourse.ButIdomybesttogivethemfeedbackassoonas possible.If theysendmeanemailItrytorespondrightaway.MybigproblemisifI dontrespondrightaway,IforgetthatsomeonesentmeanemailandthenIforgetto respond.ThatsthesamewithgradinghomeworkandifIcollectanassignmentIfeel obligatedtogiveitbacktothemthenexttimewemeet.Thatsgraduateand undergraduate.

149 Itseemsitwaseasierforfacultymemberstocommunicateandgettoknowstudents betterinafacetofaceclass.Asnotedbyonefacultymember,Thestrengthsofteachingthe traditionalclassformewouldbegettingtoknowmystudentsandhavethemgettingtoknow me. Experiencewasatopicthatwasreferredtooftenintheinterviews.Ihavemore strengthsintheclassroomthanIdoonlinebecauseofexperienceandIfeelateaseinthe classroom.Idontfeelthreatened.Idontfeelthreatening.Ihaveagoodrapportwithmy students.Promptfeedbackonlinewasastrengthmostofthoseinterviewedpointedout.One studentsaid, Youwouldrequestsomethingyouneededandhedhaveitthenextday.Orif therewassomeproblemwithsomethingthatwasnotworking,hewouldimmediately gooutandtrytofigureoutwhattheproblemwas.Hemanagedtogetusallsetupso wecouldhearhimandweallhadtheabilityifwewantedtotalk. Thecolleagueandstudentofonefacultymemberagreed:Heis100%readytogo backandrevisethingswhichisnotalwaysatraitthatsmaybenobuthereallyislikehe getsfeedbackthatsomethingdidntwork,hes100%willingtogobackandfigureoutwhere theadjustmentneedstobemadetomakeitbetterthenexttimearound. Organizationwasabigfactorinanonlineclassandwasabigstrengthforonefaculty member.Eachweekthatyoulogintothecourseyoucansortofexpectverysimilarlooking fieldswithaweeklyfolderandIthinktheexpectationsareprettyclearofthingsyoure supposedtodothatworkedforyoutheweekbefore.Ithinkthatsastrength.Being organizedwasalsoofgreatvalueinafacetofaceclass.Istilldothatforthemostparteven

150 whenImmovinganewcourseonline,Idothatsamekindoforganizationtryingtogetall theresourcespulledtogetherfirst.Anotherfacultymembersaid,Imprettyorganizedso whatIdidwasgoinandcreateafolderforeachweekofthecourse. Workingwith technologyandlearningbytrialanderrorwasbothastrengthand weaknessnotedbyallparticipants.Strengthsonline,Ithink,[are]Imnotafraidtotrynew softwareortrynewmethodology.Imnotafraidtofail.Maybesomepeopleconsiderthata weaknessbutIconsideritastrength.Ifeelcomfortablelearningnewtools.Idonthavea fearthatImnotgoingtobeabletolearnit.ProbablyoneofthebiggestreasonsImnot afraidiswehavesuchagreatsupportstructureoncampusIcancallorsendanemailorget onlineandgethelpwiththings. Onestudentstatedthatthefacultymemberwasveryresourcefulbothinfacetoface andonlineenvironment.HereallyconcentratesandIthinkhesreallygoodatidentifying resourceswhetheronlineorfacetofaceforvaryinglevelsofstudents.Anothercommented that,Shealsowasverygoodataskingquestionssoshechallengedwhatwasnot challenging.Shechallengesstudentstothinkandshehadwellroundedlessonssotherewas thebeginning,middleandend.AstrengthofonefacultymemberwasthatHis expectationsarentsuchthatthestudentshesnotsettingthestudentsuptofailthey alwayshaveanopportunitytoreviseandresubmit.Afacultymemberstatedthathewas betterwithactivitiesinafacetofaceclassroom:Ithinkoneofmystrengths,though,inthe traditionalclassroomisjustthearrayofhandsonactivitiesthatIcandowiththemandthe problembasedactivitiesIcandowiththemandjustgettingtoknowthestudentsandhaving thatpersonalconnectionwiththem.

151 Insummary,inreflectingontheirtransitionfromtraditionaltoonlineclassroom,one facultymembersaid:Reflectingonthat[transition],andIllbemyworstcritic,really createdalotmoreintermsofresearchquestionsformingandtyingitintohisownresearch. Anothermemberstatedinthistransition,Youvegottocontinuouslyreflectonwhatyoure doingandtrytomakethatbetterotherwiseyourenotgoingtobeabletoexist.One membersaid:Youreinteractingwithpeopleandtherearemoreideas,youcanthelpbut reflectonwhoyouareandwhyyoudowhatyoudo.Amongotherreflectionswastheneed forcontinuousrevisionofthecourseandteachingmethodologytoaccommodatedifferent situationsandstudents.Onedescribedhistransitionsaying: Especiallyifyoureteachingcoursesthatdealwithtechnology,therestheissueof howthetechnologyinteractswithsocietalissues,soifIdidntteachonlineIcould imaginewhattheproblemsorissuesorsuccessesmightbewhenwereteaching online.Butteachingonlineyouknowwhattheyarebecauseyouexperiencethemand yourstudentsareexperiencingthem.Thatchangesyou. Summary Whilethefacultymembers,theircolleaguesandtheirstudentswitnessedthefaculty memberstransitionfromtraditionaltoonlineenvironment,theywereallinagreementthatit wasverystrenuous,hardworkandthattheirexperienceswereaffectedbymanycomponents. Theirlearningandteachingstyles,organizationalandmanagementskills,professional developmentefforts,pastexperiences,ageandotherobligationsareonlyafewforcesnamed thataffectedthistransition.Inall,thereweremoresimilaritiesbetweentheparticipantsthan thereweredifferencesintheirtransitionefforts.Alloftheparticipantshadonegoalinmind

152 andthatwastocreatethebestlearningandteachingopportunitiesforthemselvesandtheir studentsandtobesuccessfulinthistransition.

153 CHAPTER5:DISCUSSION Thefocusofthisstudywastoanalyzetheexperiencesfacultymembershadwhile transitioningfromfacetofacetoonlineclassroomsandtoexplorehowtheybelievetheir teachingandlearningassumptionschangedortransformedasaresultoftheirtransition.This chapterdetailsthetransformationsandchangesthefacultymembersexperiencedasthey transitionedfromfacetofacetoonlineenvironments.Aspartofthesetransformationsand changes,thefullpoweroftheironlinepresencewasrealized,whereasbefore,thefaculty membersfeltthattheywereboundinthewaytheirstudentsandtheircommunitysawthem inonlineenvironments.Thissectionalsodiscussestheroleofemotionalintelligencealong withimagesormetaphorsparticipantsfoundeffectiveinunderstandinganddescribingthe changestheyexperiencedintheirtransition. Inanalyzingthedataforthisstudy,Ihaveutilizedtwotypesofcodingforthe purposesofaddressingtheresearch questions.Thefirsttypeofcodingwasusedtoidentify thefacultymemberexperiencesintransitioningfromfacetofacetoonlineenvironmentsand theirassumptionsaboutteachingandlearningintheseenvironments,aspresentedinthe previouschapter.Asecondtypeofcodingwasutilizedtoanswerthethirdquestionguiding thisresearch:howarethechangesthefacultymembersexperienceastheytransitionfrom traditionaltoonlineenvironmentsdefinedalongacontinuuminrelationtochangetheories? Whiletheliteratureaboutpresence,images ormetaphors,andemotionalintelligence wasnotutilizedpreviouslytopresentthedata,ininterpretingthefindingsofthisstudy,it wasnecessarytoanalyzethesenewresearchtopicstosupportthefindingsandinorderto addressthethirdresearchquestion.Theanalysisofdataidentifiedthedifferent

154 transformationsandchangesthefacultymembersexperiencedintheirtransitionfrom traditionaltoonlineenvironments.Theanalysisofdataalsoidentifieddifferenttypesof onlinepresencethatwentbeyondthosedescribedbyGarrisonetal.(2000)intheir CommunityofInquirymodel(Figure5).Asaresultonfindingadditionaltypesofonline presence,thisresearcherdevelopedLarisOnlineCommunity ofPractice(Figure6).This analysistiesthestudydatatotherelevantliteraturedescribedinChapters1and2. Change Intransitionfromtraditionaltoonlineenvironments,thefacultymembers experiencedmanychanges.Someoftheirexperiencesweresuddenanddrastic,whileothers weresmoothandcontinuous.Inthetransitionfromfacetofacetoonlineteaching,the facultymemberswentthroughrevolutionaryorevolutionarychanges. Burke(2002)definesrevolutionaryortransformationalchangeasatypeofchange whereaninitialactivityoradisorientingdilemmawilltriggermovement.Therevolutionary changeisadrasticchangeinwhichallthechangefactorsarelistedandtheplanforchangeis preparedandimplemented.Thisdrasticchangerequiresalotofconcurrentactionsinall areasofchangeandiftheplanningisnotwelldone,itmaynotleadtotheanticipatedresults. Anothertermforrevolutionarytransitionisreengineering,asusedbyHammerandChampy (1993).Onefacultymemberssaid, Iwasscaredtodeath.Icouldnotevenimaginetryingtointeractwithpeopleonline becauseatthattimeallIknewwasWebCT.Ihadhelpedtoadministerthatclass.I wasveryafraidthatIwasgoingtodoanawfuljobinthatcourse.Ijustcouldnt imaginehowIwasgoingtoconducttheinstructionaldesignclasswithouttalkingto

155 theclassasawholeorpartsoftheclassandgivingthemmorefacetofacefeedback onwhattheyweregiven.SoeventuallyIlearnedthatCentrawasoutthereandthat changedeverything.Iwashappy. Forsomeofthefacultymembersthatwereinterviewed,theinitialstartoftheir transitionwasarevolutionaryortransformationaleventinthesensethattheirdepartmenthad requiredthemtotransitionfromafacetofaceclassroomandbeginteachinginonline environments.Thefacultymemberswerescaredabouttheuseoftechnologyandhadto findappropriatetechnologytoolsfortheirclassandlearntousethembytrialanderror. Theinterviewsrevealedthatsomeofthefacultymembersjourneysoftransitioningfrom traditionaltoonlineclassroomtookanevolutionarycycle. Anevolutionaryorcontinuouschangeinvolvesthefacultymembertaking improvementmeasuresintoactionandconsiderationinordertomaketheirtransitionmore successful.Intheirinterviews,thefacultymembersstatedthattheirtransitionwasa learningprocessforthem.Theyhadtocontinuouslylookfornewtoolsandmethodsto taketheirinstructionalcontenttoonlineenvironments.Butasthesemesterprogressed,the facultymembersfeltthattheybecamemoreflexibleasyoubecomeamoreexperienced [online]teacher.Allofthefacultymembersstatedthattheywerenervousatthe beginningoftheirtransition,feltoverwhelmed,andthatitwasanongoingstrugglefor them.Theyhadtoalterthewaytheythoughtaboutteachingandhowtheypresented themselvesonline.Thistransformationinthehabitsofmind,Ibelieve,iswhatisknownas anepochalorincrementaltransformation(Mezirow,1991Taylor,1998Mezirow&

156 Associates,2000).Cranton(2006)definesahabitofmindasawayofseeingtheworldbased onourexperience,background,personality,andculture. Inordertocomprehendanddescribethesechangesandtransformations,thetopicsof onlinepresence,imagesormetaphors,andemotionalintelligencewerelookedat.In transitioningfromfacetofacetoonlineenvironments,thefacultymembersfeltboundbythe limitationsthattheyfeltexistedinonlineenvironments.Thestudyrevealed,however,that thefacultymembershavenumeroustypesofpresenceinonlineenvironmentsand,actually, moresothanbeinginafacetofaceclassroomwheretheirpresenceislimitedtotheamount oftimetheyarephysicallypresentintheclassroom. Thefacultymembers,theircolleagues,andtheirstudentsdescribedthefaculty membersthroughimagesormetaphorsinordertodrawapicturetobetterunderstandtheir transition,theirchangesandpossibletransformations.Facultymembersemotionsalso playedasignificantroleintheirtransitionsfromtraditionaltoonlineenvironments.These factorsassistedinaddressingthethirdresearchquestionregardingchangesfacultymembers experiencedintheirtransition. TypesofPresenceinOnlineEnvironments Asfacultymemberstransitionedfromfacetofacetoonlineclassrooms,presence wasevidentaspartofthistransition.Senge,Jaworski,Scharmer,andFlowers(2005)state thateverythingwehavetosayaboutpresencestartswith understandingthenatureofwholes, andhowpartsandwholesareinterrelated.Thewholesarenotassembliesoftheirpartsbut arecontinuallygrowingandchangingalongwiththeirelements.Ibelievethisprocessishow differentcomponentsofanonlinecommunityworktogether.

157 ThedesignforthisresearchincludedananalysisofthedatausingGarrisonsmodel (Garrisonetal.,2000)toaddressthethirdresearchquestion.Garrisonetal.(2000)developed theirmodelofCommunityofInquiry(Figure5)basedontheirresearchincomputer mediatedconferencing(CMC)specificallydesignedtoguidetheuseofcomputer conferencingtosupportcriticalthinkinginhighereducation.

158

Social Presence

Setting Climate

Supporting Discourse Educational Experience Selecting Content

Teaching Presence

Cognitive Presence

Figure5:CommunityofInquiry:Elementsofaneducationalexperience(Garrison, Anderson,&Archer,2000)

159 InthecontextofCMC,Garrisonetal.(2000)developedamodelthatiscomposedof teachersandstudentswhoarethekeyparticipantsofaneducationalprocess.Myresearch, basedonBrookfieldsfourlensesonteaching(1995),includesthecolleaguesperspectives onteachingandlearninginteractionsaswellasteachersandstudentsperspectives. Garrisonetal.s(2000)frameworkhasthreeelementsofpresence:social,cognitive,and teaching.Theyinteractwitheachothertocreatealearningexperience.Socialpresenceisthe abilityofthelearnerstoexpresstheiremotionsandfeelingsthroughinteractionwithpeersto projecttheirpersonalcharacteristics(interactionwithpeers).Cognitivepresenceistheextent towhichtheparticipantsofacommunityareabletoconstructmeaningthroughinteraction withcontent,criticaldiscourse,andreflection(thinkingaboutcontent).Teachingpresenceis thedesignandfacilitationofcognitiveandsocialprocessesforthepurposeofunderstanding personallymeaningfulandeducationallearningoutcomes(interactionofinstructorsand students). ThetermpresenceisdefinedasThefactorconditionofbeingpresentor Somethingfeltorbelievedtobepresent(http://dictionary.reference.com).Presencehas differentmeanings.Itcanbedefinedasbeinginaparticularplacewhensomeoneor somethingisinaplaceafeelingthatapersonisstillinaplacealthoughheorsheisnot there,orisdeadoraqualitythatmakespeoplenoticeoradmireaperson,evenwhenheor sheisnotspeaking.Presencecanbeidentifiedindifferentcontextsinonlineenvironments, suchasoccupancy(attendance),appearance(behavior),vicinity(proximity),composure (equanimity),coolheadedness(patience),style(appearance),manifestation(representation), characteristic(demeanor),conduct(attitude),existence(reality),andtechnique(ability).In

160 onlineenvironments,thefacultymembersarenotalwaysseenbuthisorherpresenceisfelt throughdifferentmeans. Indevelopingthismodel,Garrisonetal.s(2000)goalwastocreatetoolsthathelp instructorsbothunderstandandimprovetheironlineteaching.Myresearchstudyisbasedon theirmodelbutlooksatfacultymembersteachingandlearningexperiencesinthelearning managementsystem(LMS),WebCT.WhileGarrisonetal.(2000)lookedatthetranscriptsof theircomputermediatedconferencing(CMC)andanalyzedthemthroughcontentanalysis,I haveconductedinterviewswithfacultymembers,theircolleaguesandtheirstudents regardingtheirteachingandlearningexperiencesandanalyzedtheinterviewsandteaching artifacts. Patrick(2002)statesthatanillusionofpresenceisnotnewtovirtualenvironments. WhileIhaveacknowledgedwhatGarrisonetal.(2000)describeintheirmodelasElements ofaneducationalexperiencespecifically,social,cognitive,andteachingpresenceupon analysisofthedatawhileusingthisframework,thedatarevealedseveralothertypesof presencethataffectonlinelearningenvironments.Thisresearchidentifiedthefollowing typesofpresence:culturalpresence,societalpresence,technicalpresence,attitudinal presence,researchpresence,virtualpresence,andliterarypresence. InLarisOnlineCommunityofPractice(Figure6),allinteractionshappenina societythecomponentsofthecommunityinteractwitheachotherandaffectoneanother. Thesedifferenttypesofpresencehelponlinestudentstomovefromtheperipheryofthe onlinecommunitytowardsparticipationintheseenvironmentswherethestudentsbecome moreintegratedwiththecommunityofpractice(Lave&Wenger,1991).Wenger(1998)

161 definescommunitiesofpracticeasgroupsofpeoplewhoshareenthusiasmorinterestin somethingtheydotheylearnhowtodoitbetterastheyinteractwitheachother.Theonline classroomcanbeidentifiedasacommunityofpracticebecausetheparticipantsareinmutual agreementandengagementandnegotiatetheirteachingandlearningassumptions.Inthese environments,alltheparticipantsareinrelationshipswitheachotherandWenger(1998) believesthatwherethereisaconcentrationofrelationships,communitiestendtodevelop aroundthingsthatmattertothosepeople.Communitiescandevelopwithincommunitiesand theycancooperateandcollaboratesimultaneously. Inonlineenvironments,thefacultymembers,theircolleagues,students,departments, technicalsupportstaff,andothercomponentsoftheuniversitysystemworkasacommunity withacommongoaltoeducatethepopulationandconductresearch.Thetypesofpresence recognizedthroughthisresearchhavebeenidentifiedinthisonlinecommunitywhenthese typesofpresencearerecognizedbytheparticipantsofthiscommunityofpractice,thenthe facultymembersandthoseinvolvedinthiscommunitycanutilizetheseconduitstocreatea bettercommunityofpracticeandtofacilitatelearning.

162
CommunityofPractice Faculty Members Societal Presence University
Department

Colleagues

Cognitive Presence

Social Presence

Teaching Presence

Research Presence

Virtual Presence

Technical Presence

Cultural Presence

Attitudinal Presence

Literary Presence

Students TechnicalSupport

Literature

Figure6:LarisOnlineCommunityofPractice Throughanalysisofthefindingsofthisstudy,Ihaveidentifiedthefollowingtypesof presence:culturalpresence,societalpresence,technicalpresence,attitudinalpresence, researchpresence,virtualpresence,andliterarypresence.

163 Culturalpresenceisdefinedastheinteraction betweenculturaldifferenceswithin learningenvironments.Herewelookedatculturalawarenessofthoseinvolvedina communityoflearningandteaching.Culturalawareness(Quappe&Cantatore,2005)is definedasthefoundationofcommunicationitinvolvestheabilityofstandingbackfrom ourselvesandbecomingawareofourculturalvalues,beliefsandperceptions.Inlearning environments,whetheronlineorfacetoface,culturalawarenessiscentralbecausewehave tointeractwithpeoplefromothercultures.Thepeopleintheseenvironmentsinterpretand evaluatethingsindifferentwaysandmisunderstandingsarisewhenweuseourmeaningsto makesenseof theirreality(Quappe&Cantatore,2005). Anotheraspectofculturalpresenceisthecollaborativeculture.Inacollaborative culture,membersofalearningcommunityworktogethereffectivelyandareguidedbya commonpurpose.Allmembersofthecommunitysuchasthefacultymembers,their colleagues,theirstudents,theadministrators,andothersinfluencingtheseenvironments shareacommonvisionofwhataneducationalexperienceshouldbelikeandtheywork togethertowardthisgoal.Theycreateacultureofdiscourseinwhichallpartiesinvolved sharetheirideas,respecteachother,valuetheirdifferences,andareopentoeachothers ideas(Jackson&Davis,2000).Intheinterviews,theparticipantsrevealedthatthefaculty membershadcreatedenvironmentsoftrustonlineandthestudentsfeltfreetoasksillyor trivialquestionsandwererelaxed. Inonlinelearningenvironments,Iidentifiedsocietalpresenceintheresearchasthe interactionwiththeenvironmentsthatsurroundsandaffectsthislearningcommunity,i.e.,the departmentandtheuniversity.Insocietalpresence,Ilookedatwhatthefacultysocietywants

164 andwhatthestudentsocietywantsfromtheirenvironmentsandwhattherespective expectationsare.Oneofthereasonssomeofthefacultymemberstransitionedtoonline environmentswasthattheywereparticipantsinadepartmentalgrantthatrequiredthemto teachonline.Inordertocreatetheseonlineenvironments,thefacultymemberswere involvedwithmanypartsofthecommunityasidentifiedintheLarismodelthat distinguishedtheironlinepresence. By technicalpresence,Irefertotheinteractionofthelearningenvironmentswiththe technology,forexample,connectingtoservers,usingsoftware,andputtingtechnology togetherforgoodpedagogicalusetechnicalpresencealsoreferstohowtechnologyaffects thefacultymembersandonlinelearningenvironmentsaswellashowtechnicalpresence affectstheinstructionaldesignprocess.Sconce(2000)describesthenewmediatechnologies asalivingqualityandstatesthatwitheachnewtechnologysuchlivenessbecomesthe foundationforhowweadoptanddomesticatethattechnologyandputittogooduse.Sconce alsostatesthatpresence,likeliveness,canillustratesomeofthebroadshiftsincultural formsassociatedwithbothnewtechnologiesandwith societalusesandapplicationsofthese technologies.Increatingtheirtechnicalpresence,thefacultymembersusedWebCTVista, Elluminate,andotheronlinetoolstocreatecommunityandinteractionwithothermembers ofthecommunitysuchasthestudentsandsometimesfacultymemberscolleagues. Ihavedefinedattitudinalpresenceastheinteractions,reactions,dispositions, feelings,orpositionsoffacultymemberstowardstransitioningfromtraditionaltoonline classrooms.Asevidencedintheonlinecourseandfacultystudentinteractions,attitudinal presenceindicatorsincludewhatthefacultymembershavelearnedintheirtransitionfrom

165 traditionaltoonlineenvironments,theirappreciationofwhattheylearnedortheskillsthey learned,andwhethertheyusewhattheylearnedintheireverydaylife.Attitudinalpresence indicatorsalsoincludewhatattitudechangestookplacetowardslearning,thedeliveryof materialsinonlineenvironments,andhowtheirattitude,behaviororbeliefschanged.Atthe beginningoftheirtransition,thefacultymembersfeltoverwhelmedandwereinastateof panicindealingwiththetechnology,gettingtheircontentacross,andalso,communicating withthestudents.Inestablishinganattitudinalpresence,thefacultymemberswereableto channeltheirnegativefeelingsthroughemotionalintelligence.Thus,theycreatedan atmosphereoftrustandcomfortfortheirstudentsandcommunicatedasenseofcando attitudetothegroupandcommunity. Anothertypeofpresencenotedthroughmyresearchisresearchpresence,whichI havedefinedastheinteractionwiththeresearchinthefieldandincorporationofresearchin theclassroom,aswellasmakingonescontributiontotheresearch.Herethequestionsare: howdidthefacultymemberscomeupwiththeirteachingmethodology,whatmadethem teachinthisway,andwhatresearchdidtheyfindtosupportthemethodology?In transitioningfromtraditionaltoonlineenvironments,facultymembersusedtheliterature aswellascolleaguesandtechnicalsupportprovidedbythedepartmentandtheuniversity toenhancetheirlearningaboutonlineandtherebyextendedthislearningintotheir communityofpractice,onlineandfacetofaceclassroom.Somefacultymembersalso benefitedfromtheexperiencesoftheirstudentswhoweremoretechnologicallysavvyto enhancetheironlineclasses.

166 Virtualpresenceisdefinedasanillusionofpresencethatiscreatedbyartificial devices,suchascomputerdisplaysandheadphones(Patrick,2002).Inmanyvirtual environments,equipmentsuchasheadphonesisusedtostimulatethesensesandpeople experienceanillusionofbeingsomewheretheyarenot(Slater&Wilbur,1997).Increatinga virtualpresence,thefacultymembersutilizeddifferenttechnologyandtoolstomaketheir presenceknown.Intheirtransitionfromtraditionaltoonlineenvironments,thefaculty membersutilizedonlinemeetingtools,virtualchats,headsets,andmicrophonestoenhance theirvirtualpresence. Literarypresenceisanothertypeofpresenceidentifiedthroughanalysisofthedatain thisstudy.Patrick(2002)definedliterarypresenceasanillusionofpresencethatiscreated bystorytelling.Heexplainsthatthroughthewrittenword,thespokenvoice,andimageson film,peoplecanbemadetobelievethattheyaresomewheretheyarenot,orinthepresence ofpeopleandobjectsthatdonotactuallyexist.Onefacultymemberwhotaughttechnology andwas,therefore,moretechnologicallysavvy,createdanavatarthatresembledhimselfand createdasecondworldforhisclass.Increatingthissecondworld,hewasabletodevelop activitiesthathisclasscoulddointhisvirtualworldandalsohavehisavatarinthese environmentstocreateasenseofhispresencehisstudentsonline. Asdescribed,inonlineenvironmentstherearemultiplewaysforfacultymembersto maketheirpresenceknown,asopposedtotheirassumptionbeforetransitioningfrom traditionalclassroomthattheywouldbeinvisibleintheseenvironments.Thisstudyexpands uponthetypesofpresencepreviouslyidentifiedbyGarrisonetal.(2000)asseeninLaris model(Figure5).Inidentifyingmoretypesofpresenceinonlineenvironments,Larismodel

167 suggeststhatthemoreofthecomponentsthatareutilizedinLarismodel,themoreinvolved theparticipantswillbeinthecommunityofpracticeandthemoretheirpresencewillbefelt. ImagesorMetaphors Todescribe,identify,andunderstandthetypeofchangethefacultymemberswent throughastheytransitionedfromtraditionaltoonlineclassrooms,theparticipantswere askedtodescribetheirtransitionthroughanimage.Eventhoughtheparticipantswere interviewedseparately,theimagesdescribedbythecolleaguesandstudentsaboutthe transitionofthefacultymembersweresimilar.Inonlyonecasewastheimagedescribedby thecolleagueandstudentofafacultymemberdifferent.Iwouldliketocointheterm transitionalmetaphorstoconveythoseimagesthatareusedtodescribethetransition betweentwoconditionsorelements,thatcausepeopletoexperienceachangeintheway theyseethings,andthattakeapersonalongacontinuumorspectrumoffeelings. Deshler(1990)statesthatanalysisofmeaningthroughmetaphorscanhelpusreflect onourexperiencesandallowsustobuildaframeofreferenceforthewayweperceive, think,feel,andactuponourexperiencesthisprocesscanbeanoccasionforcritical reflectionandtransformativelearning.Bartel(1983)definesametaphorasAnycomparison thatcannotbetakenliterally(p.3).Deshler(1990)claimsthatmetaphorsusedbylearners arecreatedasanexpressionoftheirpastexperienceortheircommitmenttothepresentorthe future. Inconductingtheinterviews,IfollowedDeshlersguideonfacilitatingmetaphor analysis.Ifirstaskedtheparticipantstothinkabouttheirtransitionsfromfacetofaceto onlineenvironmentsandtoidentifyametaphorthatdescribedtheirexperience.Thenthey

168 wereaskedtodescribeindetailitsmeaninginreferencetotheirexperienceandhowthis imagereflectedtheirvalues,beliefs,andassumptionsabouttheirtransition.Tobetter understandthemeaningofthemetaphor(asinstructedbyDeshler),theparticipantswere askedwhytheyhadselecteditandhowitcomparedwiththeirownlifeexperiences. Metaphorsareimportantintransformativelearningbecausetheyprovideaperspectiveon howwemakemeaningofourexperiencesandalsogiveusthepowertosortoutour perceptions,toevaluatethemeaningswehavemade,andtoguideourgoals.Dickey(1968) statesthattheuseofmetaphorisnotsomuchawayofunderstandingtheworld,butaway ofcreatingitfromitsownpart(p.5). Senge(1990)describestheseimagesasmentalmodels.Hedefinesmentalmodelsas deeplyrootedassumptions,pictures,andimagesthatinfluencehowweunderstandtheworld andthatguidehowwetakeaction.Acknowledging,testing,andimprovingtheseinternal images,assumptionsandstories,promisestocontributetothelearningprocess(Senge, 1990).Hebelievesthatmentalmodelsareactiveandthattheyshapethewayweactand affectwhatwesee.Sengeexplainsthattwopeoplewithdifferentmentalmodelscanobserve thesameeventanddescribeitdifferentlybecausetheyhavelookedatdifferentdetails.What Sengedescribesholdstruewiththeparticipantsofthisstudy.Whenaskedaboutanimageto describeafacultymembertransitionfromfacetofacetoonlineenvironments,thethree membersofthecasestudythefacultymember,thecolleague,andthestudentmostoften describeddifferent(althoughanalogous)imagesbecauseasSengementioned,theylookedat detailsoftheeventsdifferently.Argyris(1982)explainsthateventhough peopledonot

169 alwaysbehaveinaccordancewithwhattheysay,theybehaveinaccordancewiththeir mentalmodels. Incasenumberone,thefacultymemberdescribedhimselfashavingtakenoffhis blindfold.Hesaid,Theblindfoldwastakenofforthehorsewiththeblindersonthisisall Isee,butnowbecauseImjumpingintotheothertooltheblindersareoffandIcansee everywhere.Icanseeallthepossibilities.Hiscolleaguedescribedhimasapersonwhohas nofearandhasacandoattitude:Isaid,[youhave]gotajob,gottodoit,andhegoes aboutdoingit.Thestudentsawhisteacherasanactor.Hesaidhisprofessorwas likesomebodyinamovie.Liketheygiveyouthescriptandwantyoutolearnit. Sohehadtostartlearningin thebeginningandhewasactingbecausehedidntknow itverywell.Andthenlateronhewentandhereallyknewhisrole,andthenhe becamebetterandbetter.Butlikeeveryartist,theresalwaysmorespacefor perfection.SoIthinkhewillbecomebetterlateron. Inthiscase,thecolleagueandstudenthadeveryconfidenceinthefacultymemberandsaw himasaverycapableteacher,whereasthefacultymemberhaddoubtsabouthimselfatfirst butgainedconfidencewithexperience. Incasenumbertwo, thefacultymemberdescribedherselfaslearningtoiceskateand saidshechangedwithmoreexperience.Shesaidatfirstitwaslikelearningtoiceskate. Youknow,yougooutandyoumightfalldownbutyoupickyourselfup.Andafteryoukeep atit, youreabletoskatearound.Hercolleaguedescribedherasaquicklearner,fastbutas ateamplayer.Herstudentsaid,Ithinkshesnaturallyfittedtoteachinginthisstyle.I dontknowhowyouwoulddescribethatasanimage.Likesomeathletesthatarenaturals.

170 YouknowwhatImean?Likesomeonethatmightjustbetheirstyle.Ifeellikethisis probablyhernicheinteaching.Inthiscase,thecolleagueandthefacultymembersawitas aprogressioninlearning,buttothestudent,thefacultymemberseemedverycapableand sureofwhatshewasdoing. Incasenumberthree,thefacultymemberdescribedhisexperienceasshoppingfor tools.Hesaiditwas sortoflikeshoppingalittlebitforadifferenttool.LikemaybegoingtoLowesor HomeDepot,orsomething,andyouretryingoutdifferenttoolsordifferentthings thatsortofaccomplishthesametask.ThatswhatIvedone.Istartedoutwithboards andIdroppedalldiscussionboardsandIvebroughtincontentmapsandsome peoplelikethemandsomepeopledont.ImgoingtotryTrailFirethissummerand havestudentsdoreflectionsinBLOGS.Sowekeeptryingoutallthesedifferenttools toseehowtheyworkfordifferentassignments.Soitssortoflikeshoppingaround. Hiscolleaguedescribedhisexperienceaslikegoinghome.Shesaid, Theonlythingislikesomethingaboutgoinghome.Forhimbeinginafacetoface environmentsisforeignandlikebeingawayonatripbeingabletofacilitatean onlinecoursewherehereallysawmuchmorevalueintheworkthatheputintoitthat thestudentsweregettingoutofit,itwaslikecominghomefromatrip.Sohewas goinghometosomethinghefeltmuchmorecomfortableindoing. Hisstudentcommented, Itkindofflowslikeariver.Likeyourejustkindofgoingdownitwithhimand yourejuststoppingperiodicallyandlearningthingsandthenyougotothenextthing

171 andyoujustgotothenextthingJustkindoflikeariveryoujustgodownit. YoujustgowiththeflowandthatshowIpicturehim.Hejustkindofgoeswiththe flow. Inthiscase,hiscolleagueandstudentsawhimasanaturalinonlineenvironmentsashealso felthimselfmorecomfortableteachingintheseenvironmentsratherthanfacetoface. Incasenumberfour,thefacultymemberviewedhistransitionfromtraditionalto onlineenvironmentssaying, Imgoingtosayladderbecausealthoughladderscanbescaryasyouclimbhigher andhigher,youresortofgrowinginthatsensetoo.Youremovingup,youre learningmore.Itsenlighteningandyoucanseemorewhenyougettothetop.Thats beentheexperienceandbynomeansdoIconsidermyselfanexpertinthefieldbut Ivelearnedsomuchbymakingthatfirsttransition. Hiscolleaguelikenedhim toafootballcoach.Hepickedthisimagejustbecauseheseems veryteamoriented,veryengaged.Youknow,hesagoodmotivator.Hegetsexcitedabout whathesdoingandhemotivatesthepeoplearoundhim.Nottojustactasindividualsbutact asateamtoaccomplishatask. Sincehisstudenthadtakenaclasswithhimbothinfacetofaceandonline environments,sheexplained, Itslikecomparingapplestoorangesbecausethefacetofaceclasswasverydifferent thantheonlineclass.Andthefacetofaceclass,thefirstoneIhadwashisfirst semestersohewasstillfiguringouthowtheschoolworksandthenhavingto teachatechnologyclass.Soforthatonehewasnotasgoodatlettingusknowwhat

172 wascomingupinthenextclasssothatwecouldbringmaterialsthatwouldhelpthe classtakeonmoremeaningforus.Thatchangedinthesecondone.Sothatwasa transitionthatIdefinitelysawbutIthinkhisnatureistobepreparedforthestudents. Itwasjustoneofthosethingswhereyoureinanewplaceandeverythingtakesthat muchlongertofigureouthowdoIgetthisresourceandwhodoIneedtogotoifI wantthis,thatortheother.SochangingintoamorecompetentinstructorSothat shiftandIdontknowIdontthinkitsanonline,facetofaceshift.Ithinkits moreafactorofthetimehehadbeenteaching. Inthiscase,allmembersofthethreesomehadadifferentvisionofwhatthetransitionwas likeand,therefore,describeditdifferently. Inthefifthandfinalcase,thefacultymemberdescribedherselfasgoingthroughthis transitionwithclosedeyes,likemissingoneofthesenses.Shesaid,ItslikeIhadmyeyes closedandIwastryingtoIfeltlikeoneofmysenseswasmissing.ThatsthebestwayI candescribeit.AndIhadtogiveupothersensestomakeupfortheonethatwasmissing. Hercolleaguedescribedherasapersonplayingkarate,saying,maybekarate.Because thatsmorecontrolledandyoudoyouhaveagroupthatisworkingtogetherandtheyre trainedandtheybouncethingsoffofeachother.Buttheressomebodytherethatsgoingto providethetrainingandthehelpthatthepersonneedsbutyouregoingtotakesomehits. Herstudentenvisionedherthisway, Atthebeginningofthecourseshewaslikeoneplanetsidepeoplewhoonlyhave oneeyeandnowshecanseewithbotheyes.SowhatImtryingtosayexactlyis shegainedmaturityandmoreskillsbytheendofthesemester.Comparedtothose

173 onlyteachingfacetofaceshegotmoreskillsperse.Shecanteachfacetofaceand shecanteachonlinesonowshecanseewithbotheyes.Icomparethemtooneeye. Onlyoneeyebecausetheyonlyhavethatskill.LikeIsaid,itschallengingtoteach facetofacebutbeingabletoteachfacetofaceandalsoonlinemakesyoumore accomplished.Itmakesyouawholebecauseteachingartinthetwentyfirstcentury onlineissomethingreallyimportant.Peopledonthavetimeanymoretimeis moneyandalsodistanceismoredifferentperse,whichmeanspeoplewanttobeable togetaneducationeveniftheyarepayingmore. Thestudentandthefacultymember,interestinglyenough,usedthesameimagetodescribe hertransitionfromtraditionaltoonlineclassroom. Inusingmetaphors,thefacultymemberswereabletodescribetheirtransitionfrom traditionaltoonlineenvironments.Theirimagesshowedaprogressionofimprovementas theybecamemoreexperiencedintheirtransitionfromtraditionaltoonlineenvironments. Thisresearchstudy recommendsthatfacultymemberstouseanimagebeforestartingtheir transitiontoenvisionwheretheyareandwheretheywouldliketoseethemselvesaftertheir transition.Thisimageineffectcanactasaguidetoassisttheminmeetingtheirgoals.This recommendationwillbediscussedfurtherintheimplicationssection. EmotionsandEmotionalIntelligence Inanalyzingthedataforthisstudy,itbecameevidentthatemotionsandemotional intelligenceplayedagreatroleinthetransitionoffaculty membersfromtraditionaltoonline classrooms.Asfacultymembersweretransitioningfromfacetofacetoonlineenvironments, theyexperiencedmanydifferentemotionsinlearningtoteachinonlineenvironmentsand

174 theyhadtomakesenseoftheseemotionsinordertobeabletolearnfromthemandusethem asaresource,ratherthanshyawayfromthem. Useofthetheoryofemotionalintelligenceisimportantinunderstandingthese emotions.Toexplainemotionalintelligence,Elder(1997)definesintelligenceastheability tolearnorunderstandfromexperienceortorespondsuccessfullytonewexperiences (Webster'sNewWorldDictionary)anddefinesemotionasastateofconsciousnesshaving todowiththearousaloffeelings(Webster'sNewWorldDictionary).Shedescribes emotionalintelligenceasameasureofthedegreetowhichapersonsuccessfullyor unsuccessfullyappliessoundjudgmentandreasoningtosituationsintheprocessof determininganemotionalorfeelingresponsetothosesituations(p.40). Eventhoughthefacultymembersfacedsimilaremotions,theyallexpressed themselvesindifferentways.Onefacultymemberstated,SoIthinkthedifferenceisyou havetheopportunitytoseethatemotionalsideoftheperson.Thatemotionalsideyoucant seeonline.IcouldntseeonlineasfarasIwasconcerned.Soyouknowtheprofessorbetter inpersoninthefacetoface.Anotherfacultymembernotedthat,Iguessinonesense whenyourefacetofacewhenheslikeOhyoureallydidagreatjobagainyoucansee thefacialexpressionandthewayhisbodylanguageissointhatsensewhensomebody writessomethingitsalittlebitdifferentthanwhentheyactuallysayit. Someexperiencedseveralemotionsatthesametimesuchasfear,excitement, frustration,andnervousness.Sometimestheyfeltgoodaboutwhattheyweredoing.One studentstatedthatshecouldseethefacultymembersexcitementonlinebecause

175 itwasherdissertationwasinthatandsheyoucouldjusttellIthinkwewere usinginstantmessengerthatdayandshejustgotreallyexcited.Shejuststarted typingalotofyouknowyouknowrapidlyandgettingreallyexcited.Youcould justtellbasedonhertypingthatshewasreallyexcitedaboutit. Anotherstudentsaid,Intheonlineenvironmentsemotionsplayanimportantrole becauseyoucantseethepersonbutbylisteningtothepersonandlisteningtowhattheyare excitedabout,itmakesthestudentexcitedtoo.Thewordusedmosttodescribetheir emotioninthistransitionwas,Excited! Byacknowledgingandtakingtimetopondertheiremotions,thefacultymembers werenotonlyabletohaveamoresolidpresenceonline,butalsobyusingtheiremotional intelligencethroughapplyingreasoningtothesituationsthatarousedtheirfeelingsand preparingaresponsetothatfeeling,theywereabletodirecttheiremotionstoworktotheir advantageintheironlineexperience,tomakebetterdecisions,andtoenablethemtobetter communicatewiththestudents.Thebenefitofusingemotionalintelligencewasevidentin thefindingsofthisstudy.Thestudentsandcolleaguesdescribedthefacultymembers transitionfromtraditionaltoonlineclassroomsasasmoothone,whereasthefaculty memberswerefeelingchaos.Butthefacultymembersweresuccessfulinusingtheir emotionalintelligenceinanalyzingthesituationsthatwerecausingthemtofeelchaos, enablingthemtocontrolthechaoticfeelingstheyhad,andwereabletoconveyafeelingof safetytotheirstudentsdespitefeelingoverwhelmed.

176 Summary Byutilizingthedatatoaddressthequestionsguidingthisstudy,twotypesofcoding wereused.Thefirsttypeofcodingaddressedmainlythefirsttworesearchquestionsandthe secondtypeofcodingaddressedprimarilythethirdresearchquestion:howarethechanges thefacultymembersexperienceastheytransitionfromtraditionaltoonlineenvironments definedalongacontinuuminrelationtochangetheories? Inthischapterchangesandtransformations,astheyrelatetothetransitionoffaculty membersfromfacetofacetoonlineenvironments,werediscussed.Presencewasseenasa majorchangeinthewaythefacultymemberssawthemselvesinonlineenvironmentsas opposedtoatraditionalsetting.Byrecognizingothertypesofpresenceintheseonline environmentsinadditiontothosenotedbyGarrisonetal.model(2000),anOnline CommunityofPracticefigurewascreatedthatwilladdtotheexistingpresenceliterature, willassistinimprovingthelearningandteachingoffaultymembers,andwillstrengthenthe senseofcommunityforallpartiesinvolved.Thetypesofpresenceidentifiedastheresultof thisresearchstudyincludeculturalpresence,societalpresence,technicalpresence, attitudinalpresence,researchpresence,virtualpresence,andliterarypresence.The identificationofthesetypesofpresencegivesusaglimpseofhowanonlinecommunity interactsandworkstogether.AsSengeetal.(2005)noted,theseenvironmentsareliving systemswithdifferentpartsdependingononeanotherandvitalforitsexistenceandsuccess. Theparticipantsofthisresearchwereaskedtouseatransitionalmetaphortodescribe theirexperienceastheytransitionedfromtraditionaltoonlineenvironments.Byidentifying andrecognizingthisimage,thefacultymemberswereabletodescribethechangesand

177 transformationstheyexperienced.AsDeshler(1990)describes,theuseofmetaphorscan helpusidentifywithourexperiencesandallowustoreflectandactonthemlogically. Thetransitionoffacultymembersfromtraditionaltoonlineclassroomisan emotionalprocess.Thissectionidentifiedtheroleofemotionalintelligenceandhowthe facultymemberscanrecognizeandchanneltheiremotions,applyingsoundjudgmentand reasoningtosituationsinordertocreateamoresuccessfulexperienceforthemembersofthe community.Thefollowinglinedrawingillustrateshowthechangesthefacultymembers experiencedastheytransitionedfromtraditional toonlineenvironmentsaredefinedalonga continuuminrelationtochangetheories.
TransitioningfromFacetoFacetoOnlineEnvironments:

DevelopTypesofPresence UsingImagesorMetaphorsandEmotionalIntelligence

ResultinginSuccessfulOnline Teaching

Inthenextchapter(chapter6),Ihavemaderecommendationsforfutureresearch aboutemotionalintelligenceandfacultymembertransitionstoonlineenvironmentsin addition,Iwilltalkabouttheimplicationsforpractice,giveotherrecommendationsfor futureresearch,andofferconclusionsaboutthisresearch.

178 CHAPTER6:IMPLICATIONS,RECOMMENDATIONSANDCONCLUSIONS Thischapterpresentsanoverviewofthisresearchfollowedbytheimplicationsfor practicethatfocusonthepotentialimpactthedatahasforexistingfacultymembersand facultymembersnewtoteachingonline.Thefinalsectionofthischapterincludes recommendationsforfutureresearch,followedbytheconclusion. Overview Theintentionofthisresearchhasbeentodescribe(a)thetransitionexperiencesof facultymembersfromtraditionaltoonlineenvironments,(b)theirteachingandlearning assumptions,and(c)theirpossiblechangesandtransformations.Theresultsofthisstudy contributetothecreationofabodyof knowledgeusefultoinstitutions,facultymembers,and otherstransitioningfromtraditionaltoonlineclassrooms.Itexpandstheonlineteaching literatureregardingwhatteachingandlearningmeanstothefacultymembersandallows themtobridgetechnologywithpedagogy.Byrealizinghowmanydifferenttypesofpresence facultymemberscanhaveinanonlineenvironmentandconsciouslyemployingthesetypes ofpresence,thefacultymemberswillcometounderstandthatnotonlyisteachinginan onlineenvironmentnotlimiting,butalsoteachingonlinecanofferthemmultiple opportunitiestointeractwiththeenvironment,tobemoreeffectiveteachers,andtobean activepartofacommunityofpractice. Threequestionsguidedthisresearch:(a)Howdofacultymembersdescribetheir transitionfromteachingfacetofacetoteachinginanonlineenvironment?(b)What personal,professional,pedagogicalorotherassumptionsdofacultymembersholdaboutthe teachingandlearningintraditionalandonlineenvironmentsbeforestartingtheirtransition

179 andhowdothoseassumptionschangeaftertheirtransition?And(c)Howarethechangesthe facultymembersexperienceastheytransitionfromtraditionaltoonlineenvironments definedalongacontinuuminrelationtochangetheories? ImplicationsforPractice Theimplicationsofthisresearchaffectnotonlynewandexistingfacultymembers preparingtoteachonlineortransitioningfromtraditionaltoonlineenvironmentbutalso institutionsthataresupportingthelargenumberoffacultymemberswhoaretransitioning betweenthetwoenvironments.Anumberofimplicationsforpracticeemergedasaresultof thisresearch.Theseimplicationsincludeprofessionalandcoursedevelopment. ProfessionalPreparation In theinterviewsforboththepilotstudyandthisresearchstudy,theparticipantswere providedwithexamplesofimagesthatdescribedapersonsundergoingchangeand transition,imagessuchaswantingtobecomeaballerinaandhavingtotryoverandover again,andalsotheexampleofgoingtoashoestoretotryonnewshoes,findingsomethat didnotfit(Lari&Wiessner,2005).Participantsinthisstudywereaskedtochooseand describeamentalimagethatwouldcapturethefacultymemberstransitionsfromtraditional toonlineclassroom.BoydandMyers(1988)andBoyd(1985,1989)believethatsymbols andimagesplayaroleintransformation.KritskayaandDirkx(2000)statethatimagesmake upanintegrativeinterpretationoftheexperiences,thisintegrativeinterpretationmakesup theenvironmentsurroundingapersonandplacesemphasisonemotionsencounteredina learningprocess,emphasizingtheuseofimages.Dirkx(1998b)explainsthatitiswhen

180 learnersviewtheirexperiencesthroughimages, theydiscoverhowtoconstructmeaningin therelationshipbetweentheimageandtheirownlifeexperiences. Asthefacultymembersdescribedtheirtransitionthroughimages,theycameto understandtheirexperiencebetterandtothinkofitasnotachaoticexperiencebutratherasa moremanageabletask.Throughtheseinterviews,Icametorealizethatiffacultymembers whoweregettingreadyfortransitioningcouldcreateforthemselvesaheadoftimeamental imageofwheretheywereandwheretheywouldliketobe,thentheycouldfindtheirown roadmapsoastoplanandprepareasmoothertransition.Theycouldunderstandthatthere willbeobstaclesalongthewaybutthattheycanovercomethem.Byidentifyinganimageor metaphor,thefacultymemberswouldbeabletocontroltheirownperspectiveofwherethey areandwheretheywouldliketobe.Asforthisresearchstudy,Iwouldusetheimageofa swimmer.Whenyoufirststarttolearntoswim,youfeellikeyouareinanoceanandthetask ofhavingtoswimisenormous.Asyouadvance,theoceangetssmallerandsmallerandthe taskofswimminggetseasieraswell.WhenIstartedwiththisresearch,therewassomuchto understand,learn,andabsorbthatitfeltasiftherewouldbenoend.AstimewentbyandI becamebetterreadintheliterature,theresearchstartedtotakeformandseemedmore doable.Now,IfeelthatIhaveaccomplishedwhatIsetouttodoandIhavediscoveredthatI amagoodswimmer!Mytransitionhasparalleledthatofmyresearchparticipantsinmany ways. Amongotherthingsthatsurfacedintheinterviewswasthetopicofpreparation.As revealedinthefindings,preparationfortransitioningfromtraditionaltoonlineenvironments wasatthetopofthelistforallfacultymembers.Theinterviewsyieldedseveralother

181 guidelines.Table4detailsalistofremindersforplanningandteachinginanonline environment. Table4:RemindersforPlanningandTeachinginanOnlineEnvironment 1 Toaddresstheirneedsandmakesurethatthetechnologyisupandrunning,the facultymembersshouldhaveaninitialfacetofacemeetingwiththetechnical supportperson. Thefacultymembersshouldplanouttheonlineclassaheadoftime.Theyshould getafeelfortheactivitiesplannedandhaveacontingencyplansetinplaceifthe technologyisnotworking,eventhoughupfrontplanningandforecastingcanbe frustrating. Thefacultymembersshouldstayfocusedonwhattheyaremostknowledgeable in,shouldrecognizetheircomfortlevelandthewaytheydothings,andshould understandthattherearedifferentwaystoaccomplishatask. Thefacultymembersshouldfocusonthequalityoftheinstructiontheyaregoing toprovidetostudentsinanonlineenvironment. Thistablegivesafewstrategiestofacultymembersastheypreparetotransitionfrom traditionaltoonlineenvironments. CourseDevelopment Inanalyzingthedata,theresultsrevealedtheimportanceoffacultypresenceinthe developmentandmaintenanceofanonlineclass.IntheirmodelofCommunityofInquiry: Elementsofaneducationalexperience,Garrisonetal.(2000)statedthattherearethreetypes ofpresenceinanonlineenvironment(Figure5).Thesetypesofpresencesincludesocial presence,teachingpresence,andcognitivepresence.Thefindingsofthisstudyshowedthat thereareseveralothertypesofpresenceinanonlineenvironment,whicharepresentedin Larisfigure(Figure6).Asdetailedinchapter5,thesetypesofpresenceincludecultural presence,societalpresence,technicalpresence,attitudinalpresence,researchpresence, virtualpresence,andliterarypresence.Iffacultymembersbecomeawareofthedifferent typesofpresenceinonlineenvironments,thentheywillnotfeelboundtocertaintypesof

182 activitiesorresources.Byrecognizingthedifferenttypesofpresenceinonlineenvironments, thefacultymemberscanhavemorefreedomincreatingtheirnewlearningandteaching space,leadingtoaricherandfullerexperienceforthoseparticipatinginthisonline environment.Moreover,theinclusionofmoretypesofpresenceintheonlineenvironment makesforafulleronlinespaceandtherefore,agreaterandstrongerpresence. Asrevealedinthefindingsofthisstudy,theparticipantsfeltthattherewereother factorsinvolvedindesigning,developing,andmaintaininganonlinecourse.Increatingan onlinecourse,theremaybenumerouspeopleinvolved,anditis,therefore,ateameffort.If thereareseveralpeopleassistingwithdesigninganddevelopingtheclass,theremustbe balancebetweentheproductionteamandthefacultymembersforcreatingtheonline instructions.Itisimportantforfacultymemberstohavefaithinthepeopletheyenlisttohelp them.Inaddition,theirdepartmentsmustcommittofacultymemberswhowillbeusing technologytohavethenecessaryhardwareandsoftwaretoconducttheonlineclass.The facultymembersshouldtalktootherfacultymemberswhoarecurrentlyteachinganonline class,shadow them,askquestions,sharetheirthoughts,andlookathowonlineclassesare designed,developed,andtaught.Thefacultymembersmustbeveryflexibleinusingtoolsin anonlineenvironmentbecausetheymightrunintotechnicalproblemstheymusthave contingencyplansofhowtoconducttheclasswithalternativetoolsandmethods. Organizationisofgreatimportancenotonlyinafacetofaceclassroombut especiallyinanonlineenvironmentwheretheclassmightbeinasynchronousor asynchronousformatthereisalotofselfdirectedlearningbothforthestudentsandforthe facultymembers.Thefacultymembersmustbeextremelystructuredandorganizedinan

183 onlineenvironment.Theymustconsiderdifferentoptionsinusingtechnologyaswellas onlineteachingmethodology(pedagogy)ontheotherhand,theymustavoidbecoming overwhelmedbythevastamountofoptionsinthisenvironment.Indesigningthecourse,the facultymembersmustmaintainconsistencyintheircoursedesignandcontentsothatthe studentsdonotgetconfusedandsothattheycanworkindependentlyandcanworkaheadof thescheduleiftheychoosetodoso. Asinanyclassroom,thefacultymembersshouldsetclearparametersabout expectationsforonlinecommunication,shouldbecrystalclearonassignmentsandclass operations,andshoulddescribehowthecourseislaidout.Theyshoulddefinitivelystatethe objectivesforthecourseandthemediatoolsneededtomeetthoseobjectives.Thefaculty membersmustbehonestwith themselvesabouthowmuchlongerittakesforstudentstodo assignmentsandreadingsonlineandsetexpectationsforstudentsaccordingly. Communicationisvitalandalifelineforsuccessinanonlineenvironment.Also,in anonlineenvironment,havinganonlinepresenceforthefacultymembersisveryimportant forthesuccessoftheclassandforthestudents.Thefacultymembersshouldgettoknow studentsthefirstweekofclassonline,establishingrapportandcommunicationwiththe students.Thefacultymembersshouldkeepintouchwiththestudentsonlinesothatthe studentsdonotfeeltheyareontheirownfacultymembersshouldsendemailstostudentsto inquireifthereareanyproblemsifthestudentsarenotparticipatingandrespondingtoclass discussions.Thefacultymembersshouldtrytocreatesafelearningspaceforstudentsonline andemphasizetheimportanceofthestudentslearninginthisenvironmenttheyshouldnot givenegativereinforcementonlinetothestudents.Toacertain extent,thefacultymembers

184 shouldbeaccommodatingtostudentsinanonlineenvironmentiftheycannotmeetona certaintimeordate.Thereshouldbealimitsetforthescopeofthecoursesothatthereare moreindepthandcriticalconversationsfacultymembersshouldtrytofindmeansof collaborationthataremoreengaging.Insteadofrequiringsomanypoststhataddressthe studentsasagroup,thefacultymembersshouldreadwhatstudentswriteandrespond directlytothestudents. Asfacultymemberstransitionfromtraditionaltoonlineclassrooms,theyshouldnot beafraidofthetechnology.Theyshouldutilizethetoolsthattheyarecomfortableusing theycanexperimentwithdifferenttoolsovertimeandincorporatetheminupcoming semesters.Theyshouldpaycloseattentiontotheclasswebpagedesignandusetechnology tomediatethequalityoftheirinstruction.Thefacultymembersshouldgivestudentstimeto learnnewprogramsandsoftwarerelatedtothecourseinstructionsandtoinform studentsof thebestuseofmediatogetinformationacross.Thefacultymembersshouldalsohelp constructideasthatwillenhanceandfacilitatethestudentsonlineexperience.Inaddition, thefacultymembersshouldbepatientandflexiblewithstudentswhoarenewtotechnology useandtotheonlineclassenvironment.Itwouldbebeneficialtothestudentsinanonline environmentiftheinstructorwouldprovidestudentswithexternalreferencestouse.Itwould bebeneficialforthefacultymemberstobeprovidedwithdifferentresourcesforusing technologyandforteachinginonlineenvironments.Facultymembersshouldalsobe providedopportunitiestoattendworkshopsandseminars. Themajorimplicationsofthisresearchwere(a)theusetransitionalmetaphors, (b)theuseofemotionalintelligence,and(c)theuseofdifferenttypesofonlinepresenceas

185 notedinLarisfigure(Figure6).Byusingtransitionalmetaphors,thefacultymemberscould betterenvisiontheirtransitionfromtraditionaltoonlineenvironments.Throughtheuseof emotionalintelligence,thefacultymemberscouldguidetheiremotionstoinfluencetheir successfultransition.Acknowledgingthedifferenttypesofpresencethefacultymemberscan haveonlineenablesthefacultymembersandtheirinstitutionstohavemorepowerin planninganonlineclassandtobemoreeffectiveinthewaythefacultymembersteach, learn,andinteractwiththeircommunityofpractice. ANewElementinCommunitiesofPractice Acommunityofpracticeisdefinedasagroupofpeoplewhoshareaninterestin somethingtheydoandlearnhowtodoitbetterastheyinteractwitheachotherinasocial process(Wenger,1998).WhileLarisOnlineCommunityofPracticefigure(Figure6) presentsthereaderwith attitudinalpresenceindicatingtheroleofemotionsinanonline communityofpracticeasillustratedinthefindings,Wengerscommunityofpracticedoes notincludethiselementinhiscomponentsoflearning,meaning,identity,andcommunityin thisenvironment.Asevidencedinthefindings,theelementofattitudinalpresence (emotions)shouldbetakenintoconsiderationforfurtherstudytoextendWengers communityofpracticemodelandtofurthergainunderstandingofhowitcangenerate learning,meaning,identity,andcommunityinacommunityofpractice. Necessarymeasuresweretakentoensurethetrustworthinessofthedatacollectedin thisresearchstudy.

186 RecommendationsforFutureResearch Thisresearchbroughttolightseveralareasthatneedfurtherinvestigationtoexpand uponandenlightenusonhowtransitionsfromtraditionaltoonlineenvironmentshappenand whatfactorsareineffectinthosetransitions.Theseareasinclude(a)theroleofemotionsand emotionalintelligenceintransitioningfromtraditionaltoonlineclassroom,(b)agingand transitioningtoonlineenvironments,(c)careerandprofessionaldevelopment, (d)perceptionsofthefacultymemberswhodonotteachonlinecomparedwithperceptions ofthosewhodo,(e)identifyingmorewaystocreatethetypesofpresenceneededinonline teaching,and(f)researchingtoseewhetheritispossibleonlyforfacultymemberstocreate typesofpresenceinanonlineenvironmentorwhetherstudentscanalsocreatesuchtypesof presence. Emotionsandemotionalintelligenceplayaveryimportantroleintransitionoffaculty membersfromtraditiontoonlineenvironment. Emotionalintelligencereferstoabilityto recognizemeaningofemotions,theirrelationships,andtoreasonandproblemsolveonthese bases(Mayeretal.,2000).Emotionalintelligenceisinvolvedinthecapacitytoperceive emotions,toassimilateemotionrelatedfeelings,tounderstandinformationaboutthose emotions,andtomanagethem(Mayer&Salovey,1997Salovey&Mayer,1990).One facultymemberdemonstratedthisfactbystatingthatbeinginterestedintoolsasyourarea ofresearchandbringingdifferenttoolsintothesecoursesgivesmeachancetotrythemout soitsexcitingformetoteachonline.Dirkx(2006)statesthatunderstandingaffective, emotional,andspiritualdimensionsofadultlearning,development,andtransformation assistsusinunderstandingtherolesemotionsplayinrevealinghowlearnersperceivereality.

187 Thereisverylittleliteraturethatdiscussestheroleofemotionalintelligenceasfaculty memberstransitionfromtraditionaltoonlineenvironmenttherefore,furtherinvestigationis muchneededtounderstandhowemotionsaffectthedecisionmakingprocessandthe transitionsofthesefacultymembers.Alongthistheme,itwouldalsobebeneficialto understandthestagesofemotionalintelligenceandwherethefacultymemberslocate themselvesalongthiscontinuumastheytransitionfromtraditionaltoonlineclassrooms. Asomewhatsurprisingfindingofthisstudywastherelationshipbetweenonline teachingandtheageoftheinstructor.Despitethefactthatbabyboomersarecominginto retirementageandthatfacultymembersinthisagerangearebeingrequiredtoorarebeing giventheopportunitytoteachonline,thereisnotalotofliteraturethatdiscussestheeffects ofagingamongfacultymembersontheirteachinginatraditionalversusanonline environmentandtheimpactofagingontheirlearning(curve).Onestudyaddressestheage ofstudentsbutnotfaculty:Edelson(1998)statesthatonlinereskillingmaybeanecessity astheageoflearnersincreasesandthetimeavailableforonesstudiesiscurtailedbyjoband familyresponsibilities.Suchreskillingmaybeneededforfacultyaswell.Foragingfaculty membersteachinginanonlineenvironmentcouldbebothanadvantageandadisadvantage .Onefacultymembernotedthat,Forolderfacultyteachingonlineislesstiringandless drainingbuttheirlearningcurveishighandsometimes[itis]difficulttolearnall[the] technology.Ayoungerfacultymemberstated,Alotofthestudentsareolderthanme,alot ofthestudentsteach,theycontrolstudentsalldaylongbeforetheycomeintomyclassand soIthinkmaybethereisthisitcouldbeaparanoidthinginmymindbutitseemstobe

188 maybethestudentsthinktheyhavemoreteachingexperienceandwhyisthisguyteaching us. Aninterestingareaforfurtherresearchistheamountofimpactonlineteachinghason thecareerandprofessionaldevelopmentoffacultymembers.Asevidencedinthisresearch, thetransitionoffacultymembersfromtraditionaltoonlineclassroomprovidedthemwith manyopportunitiessuchasprospectsfordifferentjoboptions,chancestogainrecognitionin theinstitution,andpossibilitiesforcreatingnewresearchareas.Itwouldbeinterestingto knowmoreaboutwhatadditionaleffectsthistransitionhashadonthefacultymembers professionaldevelopment.Forexample,wouldtheuseoftransitionalmetaphorsassistthe facultymembersinplanningtheirtransitioninordertoprovidethemselvesmoreprofessional growthanddevelopment? Asfacultymemberstransitionfromtraditionaltoonlineclassroomstheyfacemany obstacles,butmanyofthembelievethattheyarenotacknowledgedorrecognizedforthis difficulttask.AsIsurveyedtheliteratureabouttheperceptionofthefacultymemberswhodo notteachonlinecomparedwithperceptionsofthosewhodoteachinthisenvironment,Idid notcomeacrossliteraturethataddressesthisproblem.AfacultymembernotedthatIoften getkiddedalotthatIdontteachbecauseIteachonlineandbecauseIdontgotoaset classroomeverydayinoneplaceforthreehours.Theydontviewthatasteaching.Andthey thinkitsaloteasier.Ibelieveitisextremelyimportantforfacultymemberswhoare transitioningtoanonlineenvironmenttohaveanetworkthatnotonlyacknowledgesthese facultymembersfortheireffortsbutalsobelievesinthemandsupportsthem.Amajor concernfortheuntenuredfacultywasthatYour[senior]facultywhowillcomebackand

189 wanttoevaluateyou,iftheydontvaluedistanceeducationortheydontthinkthatwhat youredoinghasapurposeorfunction,itsgoingtohavesomesortofimpactthere. Otherrecommendationforfutureresearchincludeidentifyingmorewaystocreatethe typesofpresenceasnotedinLarisfigure(Figure6)inorderforfacultymemberstobeable tobemoreintegratedwiththeirrespectivecommunityofpracticeandtohaveamore successfulteachingexperience.Thisresearchalsorecommendsfurtherinvestigationinto whetherisitpossibleonlyforfacultymemberstocreatetypesofpresenceinanonline environmentorwhetherstudentsandothermembersoftheonlinecommunityofpracticecan alsocreatesuchtypesofpresence. Conclusion Asfacultymembersstartedtheirtransitionfromfacetofacetoonlineenvironments, theywereverynervous.Theyfeltoverwhelmedbytheprofessionalpreparationandamount ofdetailnecessarytocreateanonlinecourse.Theyhadtoadjustandmodifytheirteaching strategiestomatchthepopulation.Atthesametime,thefacultymemberswerelearners themselves,havingtolearntousethetechnologythroughtrialanderror,totakeworkshops andtoreceivesupportfromtheircolleaguesandsometimesstudents(whowereattimes moretechnologicallysavvythanthefacultymembers). Asthetimeprogressed,asthefacultymembersstartedtoexploredistanceeducation, theyobtainedexperiencewiththenewenvironmentaswellaswiththestudentsfrom differentbackgroundsandfrommanywalksoflife.Thefacultystartedtoseethebenefitsof teachingonlineandlearnedtoappreciatethiseducationalapproach.Asaresultofthis

190 transition,theywerealsohighlyvisibleintheirdepartment,whichallowedpeopleto recognizeandappreciatetheirefforts.Theygainedagradualsenseofconfidence. Asaresultofthisstudy,manydifferenttypesofonlinepresencewereidentified. Throughtheuseofthesetypesofpresence,thefacultymembersfoundthattheycanhavea greaterimpactontheironlinecommunityofpracticeenablingthefacultymembers presencetobemorefeltin anonlineenvironment.Throughtheuseoftypesofpresence, therecanbemoreopportunitiesforthefacultymembers,thestudents,andothermembersof thesocietytocollaborateandfurthertheircommongoaloflearning.Also,asitwasrevealed inthisresearch,useoftransitionalmetaphorscanbeofhelpincreatingapathfor transitioningfacultymembersfromtraditionaltoonlineclassroomsuseoftransitional metaphorscanalsoassisttheeducationaladministratorsincreatingaroadmapforthistype oftransitionforthefacultymembersintheirinstitutions.Asthenumberofinstitutions gravitatingtowarddistanceeducationgrows,itisinevitablethatnumberoffacultymembers transitioningfromtraditionaltoonlineenvironmentswillcontinuetoincrease.Thefindings ofthisresearchwillcontributetothecommongoalofsuccessfulfacultymembertransitions.

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220 APPENDICES

221 AppendixA ResearchQuestions 1. Howdofacultymembersdescribetheirtransitionfromteachingfacetofacetoteaching inanonlineenvironment? 2. Whatpersonal,professional,pedagogicalorotherassumptionsdofacultymembershold aboutteachingandlearningintraditionalandonlineenvironmentsbeforestartingtheir transitionandhowdothoseassumptionschangeaftertheirtransition? 3. Howarethechangesthefacultymembersexperienceastheytransitionfromtraditional toonlineenvironmentsdefinedalongacontinuuminrelationtochangetheories? FacultyInterviewquestions 1 Canyoutellmethestoryofhowyoustartedteachingonline? 2 Whatwasthatprocesslikeforyou? a. Firstfewweeksofyourtransitionfromfacetofacetoonlineteaching? b. Midsemesterinyourtransitionprocess? c. Endofthesemesterinyourtransitionprocess? 3 Didyoureceiveanyhelp? a. Whatresourceswerehelpfultoyouintransitioningfromfacetofaceto onlineenvironment? 4 Describehowyoulearnedtoteachonline. 5 Canyoutellmeabouthowyouthinkteachingonlineandteachingfacetofacearealike andhowtheyaredifferent? 6 Canyoudescribetheadvantagesofteachinginafacetofaceclassroom?

222 7 Whatdoyouthinkthedisadvantagesareinteachinginafacetofaceclassroom? 8 Canyoutellmeabouttheadvantagesofteachinginanonlineclassroom? 9 Whatdoyouthinkthedisadvantagesaretoteachinginanonlineclassroom? 10 Canyoutalkaboutyourbeliefsandassumptionsaboutyourownteachingandlearningin facetofaceandonlineenvironment? 11 Canyoutalkaboutthepedagogyinteachingfacetofaceandteachinginanonline environment? 12 Whatareyourthoughtsaboutclasspreparationbetweenfacetofaceandanonline environment? a. Describethemeasuresyoutooktopreparefortransitioningfromtraditionalto onlineenvironment.Howadequatewasyourpreparation? b. Wasthereenoughtimeforyoutopreparefortransitioningfromtraditionalto onlineenvironment? 13 Canyoudescribehowyouseestudentslearningexperiencesbetweenfacetofaceand onlineenvironment? 14 Canyoutalkaboutyourabilities,strengthsandweaknessesinteachingclassesinfaceto faceandonlineenvironment? 15 Thinkingbacktowhenyoustartedteachingonline,canyourememberhowitaffected youpersonallyandprofessionally? a. Canyoutellmeaboutpowerissuesintermsofyourteachingandyour handlingtheclassroominafacetofaceclassversusanonlineclass?

223 b. Canyoudescribetheroleyouremotionsplayedinyourtransitionfrom traditionaltoonlineclassroom?Wereyoufeelingexcited,nervous, challenged? c. Howdidtechnologicalissuesaffectyourtransitionfromtraditionaltoonline classroom? d. Describetheroleyourvoiceandpersonaplayedinfacetofaceandonline environment. e. Doyoufeelyourpersonalityaswellrepresentedonlineasitisfacetoface? f. Tellmeaboutyourroleasateacherinfacetofaceandonlineenvironment. g. Howdoyouseeyourselfasaresultofthisexperienceasateacherandasa learner? h. Tellmeabouttheroleyourpersonalreflectionplayedinyourtransitionfrom traditionaltoonlineenvironment. i. Describehowyouseeyourprofessionalorpersonaldevelopmentin transitioningfromtraditionaltoonlineclassroom. 16 Ifyouhadtochooseanimagetodescribeyourtransitionfromtraditionaltoonline environment,whatwoulditbe? a. Whatmadeyoupickthisimage? b. Hasyourimagechangedfromwhenyoustartedoutthistransitionandnow thatyouhavebecomefamiliarwiththistransition? 17 Canyousharesomeofyourmostsignificantlearningmomentsinyourtransitionfrom traditionaltoonlineenvironment?

224 a. Canyousharesomeofwhatyouhavelearnedfromworkingwithstudentsin anonlineenvironmentincomparisontofacetofaceenvironment? b. Whatareyourperspectivesontherelationshipbetweenstudentlearningstyles andtheonlineenvironment? c. Whatareyourperspectivesontherelationshipbetweenfacultylearningstyles andtheonlineenvironment? d. Whatareyourperspectivesontherelationshipbetweenfacultyteachingstyles andtheonlineenvironment? 18 Whatrecommendationswouldyouhaveforthosefacultymembersjuststartingtheir transitionfromtraditionaltoonlineclassroom? 19 AsyouknowImgoingtobetalkingtoonecolleaguesandoneofyourstudents,isthere anythingyouwouldlikemetoaskthemaboutyou? ColleagueInterviewquestions 1 Canyoutellmethestoryofhowyourcolleaguestartedteachingonline. 2 Whatwasthatprocesslikeforthem? a. Firstfewweeksoftheirtransitionfromfacetofacetoonlineteaching? b. Midsemesterintheirtransitionprocess? c. Endofthesemesterintheirtransitionprocess? 3 Didtheyreceiveanyhelp? 4 Describehowtheylearnedtoteachonline. 5 Canyoutellmewhatkindsofthingstheytalkedaboutrelatedtoteachingonlineand teachingfacetoface?Andhowtheythoughtitwassimilarordifferent?

225 6 Canyoutellmeabouttheadvantagesyourcolleaguebelievedteachinginafacetoface classroomhad? 7 Canyoutellmeaboutthisadvantagesyourcolleaguethoughtteachinginafacetoface classroomhad? 8 Canyoutellmeabouttheadvantagesyourcolleaguebelievedteachinginanonline classroomhad? 9 Canyoutellmeaboutthedisadvantagesyourcolleaguebelievedteachinginanonline classroomhad? 10 Canyoutalkabouttheirbeliefsandassumptionsaboutteachingandlearninginfaceto faceandonlineenvironment? 11 Canyoutalkabouttheirbeliefsaboutthepedagogyinteachingfacetofaceandteaching inanonlineenvironment? 12 Whatweretheirthoughtsaboutclasspreparationbetweenfacetofaceandanonline environment? 13 Canyoudescribehowtheysawstudentslearningexperiencesbetweenfacetofaceand onlineenvironment? 14 Canyoutalkabouttheirabilities,strengthsandweaknessesinteachingclassesinfaceto faceandonlineenvironment? 15 Thinkingbacktowhentheystartedteachingonline,canyourememberhowitaffected thempersonallyandprofessionally? a. Canyoutellmeabouttheirpowerissuesandstrugglesintermsofteaching andhandlingtheclassroominafacetofaceclassversusanonlineclass?

226 b. Canyoudescribetheroletheiremotionsplayedinyourtransitionfrom traditionaltoonlineclassroom?Weretheyfeelingexcited,nervous, challenged? c. Howdidtechnologicalissuesaffecttheirtransitionfromtraditionaltoonline classroom? d. Describetheroletheirvoiceandpersonaplaysinfacetofaceandonline environment. e. Didyoufeeltheirpersonalitywasaswellrepresentedonlineasitwasfaceto face? f. Tellmeabouttheirroleasateacherinfacetofaceandonlineenvironment. g. Tellmeabouttheroletheirpersonalreflectionplayedintheirtransitionfrom traditionaltoonlineenvironment. h. Describethemeasurestheytooktopreparefortransitioningfromtraditional toonlineenvironment.Howadequatewastheirpreparation? i. Wasthereenoughtimeforthemtopreparefortransitioningfromtraditionalto onlineenvironment? j. Describehowyouseetheirprofessionalorpersonaldevelopmentin transitioningfromtraditionaltoonlineclassroom. 16 Ifyouhadtochooseanimagetodescribeyourcolleaguestransitionfromtraditionalto onlineenvironment,whatwoulditbe? a. Whatmadeyoupickthisimage?

227 b. Hasyourimagechangedfromwhentheystartedoutthistransitionandnow thattheyhavebecomefamiliarwiththistransition? 17 Canyousharesomeoftheirmostsignificantlearningmomentsintheirtransitionfrom traditionaltoonlineenvironment? a. Canyousharesomeofwhattheyhavelearnedfromworkingwithstudentsin anonlineenvironmentincomparisontofacetofaceenvironment? b. Canyoutalkabouttheirperspectivesontherelationshipbetweenstudent learningstylesandtheonlineenvironment? c. Canyoutellmeabouttheirperspectivesontherelationshipbetweenfaculty learningstylesandtheonlineenvironment? d. Describetheirperspectivesontherelationshipbetweenfacultyteachingstyles andtheonlineenvironment? e. Whatresourceswerehelpfultothemintransitioningfromfacetofaceto onlineenvironment? f. Howdoyouseethemasaresultofthisexperienceasateacherandasa learner? 18 Whatrecommendationswouldyouhaveforthosefacultymembersjuststartingtheir transitionfromtraditionaltoonlineclassroom? StudentInterviewquestions 1 Atthetimewhenyoutooktheclasswiththisprofessor,hadyoutakenanyonlineclasses priortothis?

228 2 Describewhattheexperiencewaslikeforyouatbeginning?Halfway?Attheendofthe class? 3 Describewhatyourimpressionswereofyourprofessorasanonlineteacher?Atthe beginning?Halfway?Attheendoftheclass? 4 Canyoutellmeastoryaboutyourprofessorintransitioningfromfacetofacetoonline teaching? 5 Whatwastheprocesslikeforthem?Whatdidyouobserve? a. Firstfewweeks? b. Midsemester? c. Endofthesemester? 6 Didtheyreceiveanyhelp? 7 Canyoutellmewhatkindsofthingstheytalkedaboutrelatedtoteachingonlineand teachingfacetoface?Andhowtheythoughtitwassimilarordifferent? 8 Canyoutellmehowtheyhandledpowerissuesandstrugglesintermsofteachingand handlingtheclassroom? 9 Canyoudescribetheroletheiremotionsplayedwhentransitioningfromtraditionalto onlineclassroom?Weretheyfeelingexcited,nervous,challenged? 10 Canyoutellmehowtechnologicalissuesaffectedtheirtransitionfromtraditionalto onlineclassroom? 11 Canyoudescribeyourprofessorspersonalityonline? 12 Canyoutellmeabouttheroletheyplayedinteachingonline?

229 13 Howadequatelypreparedweretheyintransitioningfromtraditionaltoonline environment? 14 Describehowyouseetheirprofessionalorpersonaldevelopmentintransitioningfrom traditionaltoonlineclassroom. 15Canyoudescribetheadvantagesanddisadvantagesaboutteachinginafacetoface classroom? 16Canyoudescribetheadvantagesanddisadvantagesaboutteachinginanonline classroom? 17Ifyouhadtochooseanimagetodescribetheirtransitionfromtraditionaltoonline environment,whatwoulditbe? a. Whatmadeyoupickthisimage? b. Hasyourimagechangefromwhen theystartedoutthistransitionandnow thattheyhavebecomefamiliarwiththistransition? 18Whatdoyoufeelwereyourprofessorsignificantlearningmomentsintransitioningfrom traditionaltoonlineenvironment? a. Canyousharesomeofwhattheyhavelearnedfromworkingwithstudentsin anonlineenvironmentincomparisontofacetofaceenvironment? b. Canyoutalkabouttheirperspectivesontherelationshipbetweenstudent learningstylesandtheonlineenvironment? c. Canyoutellmeabouttheirperspectivesontherelationshipbetweenfaculty learningstylesandtheonlineenvironment?

230 d. Describetheirperspectivesontherelationshipbetweenfacultyteachingstyles andtheonlineenvironment? e. Whatresourceswerehelpfultothemintransitioningfrom facetofaceto onlineenvironment? f. Howdoyouseethemasaresultofthisexperienceasateacherandasa learner? 19Whatrecommendationswouldyouhaveforthosefacultymembersjuststartingtheir transitionfromtraditionaltoonlineclassroom? 20OverallexperienceifIwanttotakeanonlineclassagain?

231 AppendixB NorthCarolinaStateUniversity InformedConsentFormforResearch(Colleague)

TitleofStudy Understandingteachingexperiences:Facultytransitionsfromtraditionaltoonlineclassrooms PrincipalInvestigator PoonehLari FacultySponsor(ifapplicable) ColleenAalsburgWiessner

Weareaskingyoutoparticipateinaresearchstudy.Weareaskingyoutoparticipateinaresearchstudy.The purpose of this study is to learn more about how faculty members transition from traditional to online classrooms.Participationwillinvolveinterviewswithfacultymemberswhohaveundergonethistransition,as wellasinterviewswithonecolleagueandonestudentchosenbythatfacultymember. INFORMATION Youhave beenchosenasacandidateforparticipationbecause yourcolleaguehasidentified youas someone who may be able provide insight into his/her online teaching experience. If you agree to participate in this study,youwillbeaskedtoparticipateinoneindepthinterview.Thedurationoftheinterviewwillbebetween 11.5hour.Aftereachinterviewistranscribed,youwillbegiventheopportunitytoreviewyourtranscriptsfor accuracy,makeclarificationsandpointoutanypartsoftheinterviewtheycarenottomakepublic.Also,Imay contact you for clarification of any responses you made during theinterview. Besides the interview, I would appreciateifyoucouldshareanydocuments,emailsorjournalsyoumayhavethatwillhelpmegaininsighton yourcolleagueslearningandteachingassumptionsduringtheirtransitionfromtraditionaltoonlineclassroom. At the beginning of the interview, Im going to explain that I am looking for description of these faculty members learning, teaching and transition from traditional to online classroom and not any negative information. I am specifically looking for not what they have done wrong but a description of their learning process. Also, the nature of the interview questions does not illicit negativity or criticism of another person and the questionsarenotaimedatpersonalattributesandskillsbuttowardlearningandteachingexperience.Thistype 1 of triad interviewing, including the faculty, the colleague and the student, is based on Brookfields book (1995).Heexplainsthatdiscussingonesteachingisanaturalpartofacollegialrelationshipinacademiaandit isateachingprocessandapartofhowteachersreflectonlearningtoteach.Brookfieldtalksabouthowfaculty learnthroughselfreflectionandthroughlookingattheirlivedexperiences. RISKS Themainrisktoyoufromparticipationstemsfrombreachesofconfidentiality.Apossibleriskofparticipating in this study and interview is the discussion of your perceptions of your colleagues online teaching. If confidentialitywereinadvertentlybreached,youmayfeelembarrassedorconcernedaboutyourresponses.In ordertoprotectconfidentiality,alldata,includingemailsorotherteachingdocuments,willbemaintainedina confidentialmanner,usingacodenumberthatislinkedtoyouridentity.Themasterlistthatlinksyourcode number to your identity will be stored separately from the transcriptions. No one will read your interview responsesbesidestheresearcherandyourself.Anyreportsoftheresearchresultswillnotincludeanynames.

Brookfield,S.D.(1995). Becomingacriticallyreflectiveteacher.SanFrancisco:JosseyBass

232
BENEFITS Inthisresearch,thefacultymembershavebeenchosenbecausetheyhaveidentifiedthemselvesassuccessful onlineteachersandtheyhavebestpracticesandexperiencestosharewhichwillbenefitawholecommunityof researchersandpractitionersinthisfield. Throughtheinterviews,youmaygainmoreinsightonhowlearningandteachingassumptionsareaffected throughtransitionfromtraditionaltoonlineclassroomandbeabletotakeawaybestpracticesfromthefaculty membersexperience.Theresultsofthisdissertationwillalsobeavailabletoyouuponrequest. Thisprojectalsoilluminatesanareaoftransformativelearningthathasbeenlargelyunexaminedinprevious studies.OtherimplicationsofthisstudywillbetothebenefitofawholehostofothersbesidestheNorth CarolinaStateUniversityfaultymemberssuchasnewonlinefaultymembers,onlinesupportstaff,department chairs,curriculumdevelopers,directorsoffacultydevelopmentandthoseinvolvedinplanninganddeveloping distanceeducationefforts. CONFIDENTIALITY Youwillnotbe identifiedbyyouractualnameintheresearch.Youridentitywillbeprotectedwithacode numberthatislinkedtoyourname.Themasterlistthatmatchesyourcodenumberandnamewillbestored separatelyfromtheinterviewdata.Youwillbeprovidedwithyourinterviewtranscriptandyouwillbegiven theopportunitytoreviewanyinformationthatwillbesharedintheresearchreportforaccuracyandfor confidentiality. CONTACT Ifyouhavequestionsatanytimeaboutthestudyortheprocedures,youmaycontacttheresearcher,Pooneh Lari, atNCSU,DepartmentofAdultandHigherEducation,CampusBox7801,or[9198184360]. Ifyoufeel youhavenotbeentreatedaccordingtothedescriptionsinthisform,oryourrightsasaparticipantinresearch havebeenviolatedduringthecourseofthisproject,youmaycontactDr.DavidKaber,ChairoftheNCSUIRB fortheUseofHumanSubjectsinResearchCommittee,Box7514,NCSUCampus(919/5153086)orMr. MatthewRonning,AssistantViceChancellor,ResearchAdministration,Box7514,NCSUCampus(919/513 2148) PARTICIPATION Yourparticipationinthisstudyisvoluntaryyoumaydeclinetoparticipatewithoutpenalty.Ifyoudecideto participate,youmaywithdrawfromthestudyatanytimewithoutpenaltyandwithoutlossofbenefitstowhich youareotherwiseentitled.Ifyouwithdrawfromthestudybeforedatacollectioniscompletedyourdatawillbe returnedtoyouordestroyedatyourrequest. CONSENT Ihavereadandunderstandtheaboveinformation.Ihavereceivedacopyofthisform.Iagree toparticipateinthisstudywiththeunderstandingthatImaywithdrawatanytime. Subject'ssignature________________________________________ Investigator'ssignature____________________________________ Date______________ Date_______________

233 AppendixC NorthCarolinaStateUniversity InformedConsentFormforResearch(Faculty)

TitleofStudy Understandingteachingexperiences:Facultytransitionsfromtraditionaltoonlineclassrooms PrincipalInvestigator PoonehLari FacultySponsor(ifapplicable)ColleenAalsburgWiessner

Weareaskingyoutoparticipateinaresearchstudy.Weareaskingyoutoparticipateinaresearchstudy.We
areaskingyoutoparticipateinaresearchstudy.Thepurposeofthisstudyistolearnmoreabouthowfaculty members transition from traditional to online classrooms. Participation will involve interviews with faculty memberswhohaveundergonethistransition,aswellasinterviewswithonecolleagueandonestudentchosen bythatfacultymember. INFORMATION Ifyouagreetoparticipateinthisstudy,youwillbeaskedtoparticipateinoneindepthinterview.Theduration oftheinterviewwillbebetween11.5hour.Aftereachinterviewistranscribed,youwillbegiventhe opportunitytoreviewyourtranscriptsforaccuracy,makeclarificationsandpointoutanypartsoftheinterview theycarenottomakepublic.Also,Imaycontactyouforclarificationofanyresponsesyoumadeduringthe interview.Besidestheinterview,Iwouldappreciateifyoucouldshareanydocuments,emailsorjournalsyou mayhavethatwillhelpmegaininsightonyourlearningandteachingassumptionsduringyourtransitionfrom traditionaltoonlineclassroom.Also,Iwillaskyoutorefermetoacolleagueandaformerstudentofyours whowouldhaveinsightonyourtransitionfromtraditionaltoonlineclassroomandwillbeabletotalkabout yourexperience. Thenatureoftheinterviewquestionsdoesnotillicitnegativityorcriticismandthequestionsarenotaimedat personalattributesandskillsbuttowardlearningandteachingexperience.Thistypeoftriadinterviewing, 2 includingthefaculty,thecolleagueandthestudent,isbasedonBrookfieldsbook (1995).Heexplainsthat discussingonesteachingisanaturalpartofacollegialrelationshipinacademiaanditisateachingprocessand apartofhowteachersreflectonlearningtoteach.Brookfieldtalksabouthowfacultylearnthroughself reflectionandthroughlookingattheirlivedexperiences. RISKS Thestudyinvolvesanindepthdiscussionofyourteachingexperienceswhiletransitioningfromtraditionalto onlineclassrooms.Youmayfeelsomediscomfortatthethoughtofyourcolleagueandformerstudent discussingtheirperceptionsofthistransition.Atthebeginningoftheinterview,Imgoingtoexplaintoyour colleagueandyourstudentthatIamlookingfordescriptionofyourlearning,teachingandtransitionfrom traditionaltoonlineclassroomandnotanynegativeinformation.Iamspecificallylookingfornotwhatyou havedone wrongbutadescriptionofyourlearningprocess. Additionallyyouridentity(aswellasyourcolleagueandstudent)willbeprotectedviatheuseofacodenumber oninterviewtranscripts.Thiscodenumberwillbelinkedtoyouridentity,andthemasterlistthatmatches yourcodenumberandnamewillbestoredseparatelyfromotherdata. BENEFITS

Brookfield,S.D.(1995). Becomingacriticallyreflectiveteacher.SanFrancisco:JosseyBass

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Inthisresearch,youhavebeenchosenbecauseyouhaveidentifiedyourselfassuccessfulonlineteacherand havebestpracticesandexperiencestosharewhichwillbenefitawholecommunityofresearchersand practitionersinthisfield. Throughtheinterviews,youmightgainmoreinsightonhowyourlearningandteachingassumptionsare affectedthroughyourtransitionfromtraditionaltoonlineclassroom.Theresultsofthisdissertationwillalsobe availabletoyouuponrequest. Thisprojectalsoilluminatesanareaoftransformativelearningthathasbeenlargelyunexaminedinprevious studies.OtherimplicationsofthisstudywillbetothebenefitofawholehostofothersbesidestheNorth CarolinaStateUniversityfaultymemberssuchasnewonlinefaultymembers,onlinesupportstaff,department chairs,curriculumdevelopers,directorsoffacultydevelopmentandthoseinvolvedinplanninganddeveloping distanceeducationefforts. CONFIDENTIALITY Youwillnotbeidentifiedbyyouractualnameintheresearch.Youridentitywillbeprotectedwithacode numberthatislinkedtoyourname.Themasterlistthatmatchesyourcodenumberandnamewillbestored separatelyfromtheinterviewdata.Youwillbeprovidedwithyourinterviewtranscriptandyouwillbegiven theopportunitytoreviewanyinformationthatwillbesharedintheresearchreportforaccuracyandfor confidentiality. CONTACT Ifyouhavequestionsatanytimeaboutthestudyortheprocedures,youmaycontacttheresearcher,Pooneh Lari,atNCSU,DepartmentofAdultandHigherEducation,CampusBox7801,or[9198184360].Ifyoufeel youhavenotbeentreatedaccordingtothedescriptionsinthisform,oryourrightsasaparticipantinresearch havebeenviolatedduringthecourseofthisproject,youmaycontactDr.DavidKaber,ChairoftheNCSUIRB fortheUseofHumanSubjectsinResearchCommittee,Box7514,NCSUCampus(919/5153086)orMr. MatthewRonning,AssistantViceChancellor,ResearchAdministration,Box7514,NCSUCampus(919/513 2148) PARTICIPATION Yourparticipationinthisstudyisvoluntaryyoumaydeclinetoparticipatewithoutpenalty.Ifyoudecideto participate,youmaywithdrawfromthestudyatanytimewithoutpenaltyandwithoutlossofbenefitstowhich youareotherwiseentitled.Ifyouwithdrawfromthestudybeforedatacollectioniscompletedyourdatawillbe returnedtoyouordestroyedatyourrequest. CONSENT Ihavereadandunderstandtheaboveinformation.Ihavereceivedacopyofthisform.Iagreeto participateinthisstudywiththeunderstandingthatImaywithdrawatanytime. Subject'ssignature_____________________________________________ Date________________

Investigator'ssignature_________________________________________

Date________________

235 AppendixD NorthCarolinaStateUniversity InformedConsentFormforResearch(Student)

TitleofStudy Understandingteachingexperiences:Facultytransitionsfromtraditionaltoonlineclassrooms PrincipalInvestigator PoonehLari FacultySponsor(ifapplicable) ColleenAalsburgWiessner

Weareaskingyoutoparticipateinaresearchstudy.Thepurposeofthisstudyistolearnmoreabouthow facultymemberstransitionfromtraditionaltoonlineclassrooms.Participationwillinvolveinterviewswith facultymemberswhohaveundergonethistransition,aswellasinterviewswithonecolleagueandonestudent chosenbythatfacultymember. INFORMATION Youhavebeenchosenasacandidateforparticipationbecauseaformerprofessorhasidentifiedyouasastudent whomaybeableprovideinsightintohis/heronlineteachingexperience,andbecauseyouhavenorelationship withthatprofessoratthistime.Ifyouagreetoparticipateinthisstudy,youwillbeaskedto participateinone indepthinterviewaboutyourexperiencesasstudentofthisprofessor.Thedurationoftheinterviewwillbe between11.5hour.Aftereachinterviewistranscribed,youwillbegiventheopportunitytoreviewyour transcriptsforaccuracy,makeclarificationsandpointoutanypartsoftheinterviewtheycarenottomake public.Also,Imaycontactyouforclarificationofanyresponsesyoumadeduringtheinterview.Besidesthe interview,Iwouldappreciateifyoucouldshareanydocuments,emailsorjournalsyoumayhavethatwillhelp megaininsightonyourfacultymemberslearningandteachingassumptionsduringyourobservationoftheir transitionfromtraditionaltoonlineclassroom. Atthebeginningoftheinterview,ImgoingtoexplainthatIamlookingfordescriptionofthesefaculty memberslearning,teachingandtransitionfromtraditionaltoonlineclassroomandnotanynegative information. Iamspecificallylookingfornotwhattheyhavedonewrongbutadescriptionoftheirlearning process. Also,thenatureoftheinterviewquestionsdoesnotillicitnegativityorcriticismofanotherpersonandthe questionsarenotaimedatpersonalattributesandskillsbuttowardlearningandteachingexperience.Thistype 3 oftriadinterviewing,includingthefaculty,thecolleagueandthestudent,isbasedonBrookfieldsbook (1995).Heexplainsthatdiscussingonesteachingisanaturalpartofacollegialrelationshipinacademiaandit isateachingprocessandapartofhowteachersreflectonlearningtoteach.Brookfieldtalksabouthowfaculty learnthroughselfreflectionandthroughlookingattheirlivedexperiences. RISKS Themainriskto youfromparticipationstemsfrombreachesofconfidentiality.Apossibleriskofparticipating inthisstudyandinterviewisthediscussionofyourperceptionsofyourprofessorsonlineteaching.If confidentialitywereinadvertentlybreached,youmay feelembarrassedorconcernedaboutyourresponses.In ordertoprotectconfidentiality,alldata,includingemailsorotherteachingdocuments,willbemaintainedina confidentialmanner,usingacodenumberthatislinkedtoyouridentity.Themasterlistthatlinksyourcode numbertoyouridentitywillbestoredseparatelyfromthetranscriptions.Noonewillreadyourinterview responsesbesidestheresearcherandyourself.Anyreportsoftheresearchresultswillnotincludeanynames. BENEFITS

Brookfield,S.D.(1995). Becomingacriticallyreflectiveteacher.SanFrancisco:JosseyBass

236
Inthisresearch,thefacultymembershavebeenchosenbecausetheyhaveidentifiedthemselvesassuccessful onlineteachersandtheyhavebestpracticesandexperiencestosharewhichwillbenefitawholecommunityof researchersandpractitionersinthisfield. Throughtheinterviews,youmaygainmoreinsightonhowlearningandteachingassumptionsareaffected throughtransitionfromtraditionaltoonlineclassroom,beabletounderstandhowandwhyafacultymember teachersthewaytheydoandbeabletotakeawaybestpracticesfromthefacultymembersexperience.The resultsofthisdissertationwillalsobeavailabletoyouuponrequest.Thismayimproveyouronlineteaching. Thisprojectalso illuminatesanareaoftransformativelearningthat hasbeenlargelyunexaminedinprevious studies.OtherimplicationsofthisstudywillbetothebenefitofawholehostofothersbesidestheNorth CarolinaStateUniversityfaultymemberssuchasnewonlinefaultymembers,onlinesupportstaff,department chairs,curriculumdevelopers,directorsoffacultydevelopmentandthoseinvolvedinplanninganddeveloping distanceeducationefforts. CONFIDENTIALITY Youwillnotbeidentifiedbyyouractualnameintheresearch.Youridentitywillbeprotectedwithacode numberthatislinkedtoyourname.Themasterlistthatmatchesyourcodenumberandnamewillbestored separatelyfromtheinterviewdata.Youwillbeprovidedwithyourinterviewtranscriptandyouwillbegiven theopportunitytoreviewanyinformationthatwillbesharedintheresearchreportforaccuracyandfor confidentiality. CONTACT Ifyouhavequestionsatanytimeaboutthestudyortheprocedures,youmaycontacttheresearcher,Pooneh Lari,atNCSU,DepartmentofAdultandHigherEducation,CampusBox7801,or[9198184360].Ifyoufeel youhavenotbeentreatedaccordingtothedescriptionsinthisform,oryourrightsasaparticipantinresearch havebeenviolatedduringthecourseofthisproject,youmaycontactDr.DavidKaber,ChairoftheNCSUIRB fortheUseofHumanSubjectsinResearchCommittee,Box7514,NCSUCampus(919/5153086)orMr. MatthewRonning,AssistantViceChancellor,ResearchAdministration,Box7514,NCSUCampus(919/513 2148) PARTICIPATION Yourparticipationinthisstudyisvoluntaryyoumaydeclinetoparticipatewithoutpenalty.Ifyoudecideto participate,youmaywithdrawfromthestudyatanytimewithoutpenaltyandwithoutlossofbenefitstowhich youareotherwiseentitled.Ifyouwithdrawfromthestudybeforedatacollectioniscompletedyourdatawillbe returnedtoyouordestroyedatyourrequest. CONSENT Ihavereadandunderstandtheaboveinformation.Ihavereceivedacopyofthisform.Iagreeto participateinthisstudywiththeunderstandingthatImaywithdrawatanytime.

Subject'ssignature_____________________________________ Investigator'ssignature_________________________________

Date________________ Date________________

237 AppendixE NorthCarolinaStateUniversity InstitutionalReviewBoardfortheUseofHumanSubjectsinResearch SubmissionforNewStudies TitleofProject:

PoonehLari AdultandHigherEducation

PrincipalInvestigator

Department

SourceofFunding(required information):Self (ifexternallyfundedincludesponsornameanduniversityaccountnumber) CampusAddress(BoxNumber)7801 Email: Pooneh_lari@ncsu.edu RANK: Faculty Student: Undergraduate Mastersor PhD Phone: 9198184360 Fax:

Other(specify): Astheprincipalinvestigator,mysignaturetestifiesthatIhavereadandunderstoodtheUniversityPolicyand ProceduresfortheUseofHumanSubjectsinResearch.IassuretheCommitteethatallproceduresperformed underthisprojectwillbeconductedexactlyasoutlinedintheProposalNarrativeandthatanymodificationto thisprotocolwillbesubmittedtotheCommitteeintheformofanamendmentforitsapprovalpriorto implementation. PrincipalInvestigator: PoonehLari (typed/printedname) PoonehLari (signature) 02/02/07 (date)

Asthefacultysponsor,mysignaturetestifiesthatIhavereviewedthisapplicationthoroughlyandwilloversee theresearchinitsentirety.Iherebyacknowledgemyroleastheprincipalinvestigatorofrecord. FacultySponsor: ColleenAalsburgWiessner (typed/printedname) ColleenAalsburgWiessner (signature) 02/02/07 (date)

PLEASECOMPLETEINDUPLICATEANDDELIVER,ALONGWITHAPROPOSALNARRATIVE,TO: InstitutionalReviewBoard,Box7514,oremailasanattachmentto debra_paxton@ncsu.edu **************************************************************************************** ForSPARCSofficeuseonly ReviewerDecision(ExpeditedorExemptReview) Exempt Approved Approvedpendingmodifications Table ExpeditedReviewCategory: ReviewerName 1 2 3 4 5 6 7 8a Date 8b 8c 9

Signature

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NorthCarolinaStateUniversity InstitutionalReviewBoardfortheUseofHumanSubjectsinResearch GUIDELINESFORAPROPOSALNARRATIVE Inyournarrative,addresseachofthetopicsoutlinedbelow.EveryapplicationforIRBreviewmust containaproposalnarrative,andfailuretofollowthesedirectionswillresultindelaysin reviewing/processingtheprotocol. A. INTRODUCTION 1. Brieflydescribe inlaylanguage thepurposeoftheproposedresearchandwhyitisimportant. Thequestionsguidingthisresearchare: 1)Howdograduatefacultymembersdescribetheirtransition fromteachingfacetofacetoteachinginanonlineenvironment?2)Whatpersonal,professional, pedagogicalorotherassumptionsdo graduatefacultymembersholdabouttheteachingandlearningin traditionalandonlineenvironmentsbeforestartingtheirtransitionandhowdothoseassumptionschange aftertheirtransition?and3)Howarethechangesthefacultymembersexperienceastheytransitionfrom traditionaltoonlineenvironmentsdefinedalongacontinuuminrelationtochangetheories? Bydescribingthetransitionexperiencesoffacultymembersfromtraditionaltoonlineenvironments, theirteaching andlearningassumptions andpossiblechangesandtransformations,thisstudywillassist thosefacultymemberswhohavebeenfrustrated,strugglingandhavebeenresistanttotransitioningfrom traditionaltoonlineclassrooms. Thisstudywillallowthemtounderstandhowtheycantransfertheirteachingskillsintoanotherareaand wontfeelliketheyarelosingtheirteachingabilitiesandeffectivenessintheclassroom.Withthenew generationoflearnerscomingup,thisstudycontributestocreatingabodyofknowledgeusefulto institutions,facultymembersandotherstransitioningfromtraditionaltoonlineclassroomsinordertobe abletorelatetothesenewlearnersandexpandtheonlineteachingliteratureregardingwhatteachingand learningmeanstothefacultymembersandallowsthemtobridgetechnologywithpedagogy. Bylookingatthefacultymemberstransitions,thisstudywillallowthefacultymemberstoviewthe distortedorincompleteaspectsoftheirassumptionsthatneedfurtherinvestigation.Asaresultof this study,fundamentaldeepbeliefsoffacultymembersmaychangeandtheimplicationwillbeless resistanceoffacultymemberstoteachingonlineandbeabletoteachinanonlineenvironmentthatis morecompatibleandinalignmentwiththeirbeliefs. Thisstudywillalsoilluminatesanareaoftransformativelearningthathasbeenlargelyunexaminedin previousstudies.Otherimplicationsofthisstudywillbetothebenefitofawholehostofothersbesides thefaulty memberssuchasnewonlinefaultymembers,onlinesupportstaff,departmentchairs, curriculumdevelopers,directorsoffacultydevelopmentandthoseinvolvedinplanninganddeveloping distanceeducationefforts 2. Ifstudentresearch,indicatewhetherforacourse,thesis,dissertation,orindependentresearch. Dissertation B. SUBJECTPOPULATION 1. Howmanysubjectswillbeinvolvedintheresearch? 15participants 2. Describehowsubjectswillberecruited.PleaseprovidetheIRBwithanyrecruitmentmaterialsthat willbeused.

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TherewillbefivefacultymembersfromNorthCarolinaStateUniversity,oneoftheirstudentsand oneoftheircolleagues. 3. Listspecificeligibilityrequirementsforsubjects(ordescribescreeningprocedures),includingthose criteriathatwouldexcludeotherwise acceptablesubjects. TheparticipantsofthisstudymusthavetaughtatleastonesemesterinanonlineenvironmentsoI canreviewtheirtransitionperiodfromtraditionaltoonlineclassroomandtheymustaccountfortheir transitionasasuccessfulexperience.Inorderforthemtobeabletorecalltheirexperiencebetter,I haveindicatedacutoffdateoffall2005forfacultythathavestartedtoteachonlineforthefirsttime. Iamaskingthefacultymembertorefermetooneoftheircolleaguesandoneoftheirstudentswho theyhavehadclosecontactwithandhaveinsightintotheirexperienceandtheycantellmeabout whatthefacultymemberhasexperiencedintheirtransitionfromtraditionaltoonlineclassroom.Iam goingtobeinterviewingfacultymembersteachingingraduateprogramsinhumanitiesandsocial scienceswhichareclosertomyfieldofadulteducationbutthenIcanseethedifferentclass dynamics,havemorediscussioncomponentsandalso,sothedataisnotstrictlyrelatedto disciplinarydifferences. 4. Explainanysamplingprocedurethatmightexcludespecificpopulations. None 5. Discloseanyrelationshipbetweenresearcherandsubjectssuchas,teacher/student employer/employee. None 6. Checkanyvulnerablepopulationsincluded instudy:N/A o minors(underage18) ifso,haveyouincludedalineontheconsentformforthe parent/guardiansignature o fetuses o pregnantwomen o personswithmental,psychiatricoremotionaldisabilities o personswithphysicaldisabilities o economicallyoreducationallydisadvantaged o prisoners o elderly o studentsfromaclasstaughtbyprincipalinvestigator o othervulnerablepopulation. Ifanyoftheaboveareused,statethenecessityfordoingso.Pleaseindicatetheapproximateage rangeoftheminorsto beinvolved. C. PROCEDURESTOBEFOLLOWED 1. Inlaylanguage,describecompletelyallprocedurestobefollowedduringthecourseofthe experimentation.ProvidesufficientdetailsothattheCommitteeisabletoassesspotentialrisksto humansubjects. Forthepurposesofthisstudy,aqualitativemethodologyisusedbecausetheresearchdeals withhumanactions,thoughtsandbehaviorsthatareinfluencedbytheenvironmentinwhichthey takeplace. Datacollectionwillconsistofsemistructuredinterviewingofthefacultyinmultiple universities,criticalincidentquestionnaires,researchjournalsandrelateddocuments.Thepurpose

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ofinterviewswillbetohavetheparticipantsreflectonrecentbehavior,discusschangesindetail andgiveaccountsofevents,theirresponsesandinterpretationsandhowtheynegotiatedmeaning. Thisresearchstudyisconductedasamultiplecasestudy,whichmeansthatIlookatmore thanonecase,atdifferentsites,whileconcentratingonissuesofteachingandlearningin transitionoffacultyfromtraditionaltoonlineenvironments.Thereasonforreviewingseveral casesisthatitisverydifficulttogeneralizefromonlyonesinglecaseandtoidentifymajor patterns. Thisstudyreliesonindepthinterviewingoffivefacultymembers,onestudentandone colleagueofeachfacultymemberforatotalnumberof15participants.Theparticipantswillbe selectedfromNorthCarolinaStateUniversity.Throughtheinterviewingprocess,theparticipants explainthesignificance,turningpoints,andcriticalincidents,whileinterpretingthemeaningof theirexperience.Theywillexaminetheirassumptionsaboutteachingandlearninginfacetoface andonlineenvironments.Thestudentsandcolleaguesinterviewedwillprovidedetailedaccounts oftheirexperienceswiththeirspecificfacultymemberandhowtheyperceivedtheirteachingand learning. Byconductingthisprocessofinterviewing,theexperiencesoftheparticipantscanbe connectedandrelationsmaybeformedbetweencausesandeffects.Thisformatallowsmeto betterunderstandhowthefacultymembersmakemeaningoftheirteachingandlearning experiences.ItisthroughuseofthistypeofinterviewthatIintendtoaddresstheproposed researchquestions. Aftereachinterviewistranscribed,eachparticipantwillbegiventheopportunitytoreview theirtranscriptsforaccuracy,makeclarificationsandpointoutanypartsoftheinterviewtheycare nottomakepublic.Asthesetranscriptionsaresummarized,codedwiththemesemergingand clustered,morereductionwilloccurtocorrelatethedatawiththeresearchquestions.Thisprocess willcontinuethroughouttheresearchstudyuntiltheresearchquestionsareaddressed.Thedata reductionprocessisnotseparate fromanalysisofdatabutapartofanalysis. 2. Howmuchtimewillberequiredofeachsubject? Onetooneandahalfhour D. POTENTIALRISKS 1. Statethepotentialrisks(physical,psychological,financial,social,legalorother)connectedwiththe proposedproceduresandexplainthestepstakentominimizetheserisks. Themainrisktocolleaguesandstudentsisfrombreachesofconfidentiality.Apossibleriskof participatinginthisstudyandinterviewisthediscussionofyourperceptionsofyourcolleagues onlineteaching.Ifconfidentialitywereinadvertentlybreached,youmayfeelembarrassedor concernedaboutyourresponses.Inordertoprotectconfidentiality,alldata,includingemailsorother teachingdocuments,willbemaintainedinaconfidentialmanner,usingacodenumberthatislinkedto youridentity.Themasterlistthatlinksyourcodenumbertoyouridentitywillbestoredseparately fromthetranscriptions.Noonewillreadyourinterviewresponsesbesidestheresearcherandyourself. Anyreportsoftheresearchresultswillnotincludeanynames. Facultymembersmayfeelsomediscomfortatthethoughtoftheircolleaguesandformerstudents discussingthem.Atthebeginningoftheinterviewcolleaguesandstudentswillbetoldthatthe interviewsarefordescriptionsoffacultymemberslearning,teachingandtransitionfromtraditionalto onlineclassroomandnotfornegativeinformation. 2 Willtherebearequestforinformationwhichsubjectsmightconsidertobepersonalorsensitive(e.g. privatebehavior,economicstatus,sexualissues,religiousbeliefs,orothermattersthatifmadepublic

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mightimpairtheirselfesteemorreputationorcouldreasonablyplacethesubjectsatriskofcriminalor civilliability)?None a. Ifyes,pleasedescribeandexplainthestepstakentominimizetheserisks. 3 Couldanyofthestudyproceduresproducestressoranxiety,orbeconsideredoffensive,threatening,or degrading?Ifyes,pleasedescribewhytheyareimportantandwhatarrangementshavebeenmadefor handlinganemotionalreactionfromthesubject. No 4 Howwilldataberecordedandstored? IwillbeusingataperecordertotapetheinterviewsandIwillkeepthemwithmeinasecureplaceatall times.Inordertoprotectconfidentiality,alldata,includingemailsorotherteachingdocuments,willbe maintainedinaconfidentialmanner,usingacodenumberthatislinkedtosubjectsidentities.Themaster listthatlinkscodenumberstoidentitieswillbestoredseparatelyfromthetranscriptions.Noonewillread interviewresponsesbesidestheresearcherandthesubject.Anyreportsoftheresearchresultswillnot includeanynames. Toprotectstudentsfromharmtotheireducationalexperience,theresearcherwillverifythatthereisno existingrelationshipbetweenthestudentandprofessor,otherthanaformerteachingrelationship. a. Howwillidentifiersbeusedinstudynotesandothermaterials? Theparticipantswillbeassignedacodenamesotheirinformationisnotdisclosed. b. Howwillreportsbewritten,inaggregateterms,orwillindividualresponsesbedescribed? Upontranscribingtherecordedinterviews,Iwillreviewthemandanalyzethem.Inmy dissertationIwillusequotesfromtheseparticipantsbutwithholdtheirpersonalinformation andnames. 5 Ifaudioorvideotapingisdonehowwillthetapesbestoredandhow/whenwillthetapesbedestroyedat theconclusionofthestudy. Iwillkeepthemwithmeinasecureplaceatalltimes. 6 Isthereanydeceptionofthehumansubjectsinvolvedinthisstudy?Ifyes,pleasedescribewhyitis necessaryanddescribethedebriefingproceduresthathavebeenarranged. No E. POTENTIALBENEFITS Thisdoesnotincludeanyformofcompensationforparticipation. 1 What, ifany,directbenefitistobegainedbythesubject?Ifnodirectbenefitisexpected,butindirect benefitmaybeexpected(knowledgemaybegainedthatcouldhelpothers),pleaseexplain. Throughtheinterviews,theparticipantsmightgainmoreinsightonhowtheirlearningandteaching assumptionsareaffectedthroughtheirtransitionfromtraditionaltoonlineclassroom.Theresultsof thisdissertationwillalsobeavailabletotheparticipantsuponrequest.

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F. COMPENSATION 1 Explaincompensationprovisionsifthesubjectwithdrawspriortocompletionofthestudy. None 2 Ifclasscreditwillbegiven,listtheamountandalternativewaystoearnthesameamountofcredit. N/A G COLLABORATORS 1. Ifyouanticipatethatadditionalinvestigators(otherthanthosenamedonCoverPage)maybe involvedinthisresearch,listthemhereindicatingtheirinstitution,departmentandphonenumber. N/A 2. WillanyonebesidesthePIortheresearchteamhaveaccesstothedata(includingcompleted surveys)fromthemomenttheyarecollecteduntiltheyaredestroyed No H. ADDITIONALINFORMATION 1 Ifaquestionnaire,surveyorinterviewinstrumentistobeused,attachacopytothisproposal. 2 3 Attachacopyoftheinformedconsentformtothisproposal. PleaseprovideanyadditionalmaterialsthatmayaidtheIRBinmakingitsdecision.