A Phenomenological Exploration of Mediation Models of Transformative Learning (WICS, SCM) in Online For-Profit Universities



This research study explores the role of mediation in enhancing transformative learning and in fostering an integrative vision for higher online education. The study also focuses on the potential impact of peer mentors, facilitators, and formative assessment tools (such as Knowledge Checks) in online graduate courses. Retention needs of Institutions of Higher Education are served best when students’ motivation can be maintained through continuous connections with at least one instructor and/or one classmate. Empirical studies indicate that transformative learning is significant to the learning process. Research suggests that ambient intelligence (Aml) enhanced by trained, experienced, and effective faculty may foster transformative learning and deepen the relationship between chair, committee members, faculty members, and peers. For the purpose of this study, the perception of online faculty on the potential of Aml and effective mediation (WICS, SCM) as a vision of 21st century online learning environments will be explored. Insights gained from this study may explain some of the needs and attitudes of online doctoral students and may help online colleges and universities identifying strategies that can address them. Application of this model may improve doctoral students’ transformative learning experience in online graduate classes.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Elisabeth Weinbaum , Mark Kass , Richard Turner , Beryl Gutekunst , Lorraine Priest and Hilary Johnson-Lutz
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
The Exchange - a journal of The Academic Forum
Date Published: 
Sunday, February 24, 2013
Publication Language: 
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