A Descriptive Case Study: Faculty Views on How Technology Promotes Transformative Learning in Graduate Online Learning

Project Lead: 
Real name: 

Email

Plaintext email only
No

Elisabeth Weinbaum, Ph. D.

Picture: 
Elisabeth Weinbaum
First and Last Name: 
Elisabeth Weinbaum

History

Member for
7 years 10 months
Phone: 
(415) 254-8020
Current and Ongoing Research Interests: 

Exploring current emerging issues in Higher education, centering on global innovation and leadership. Focus: Rigorous academic programs designed to reinforce essential concepts and critical cognitive skills. Structured curriculum to deliberately promote students ongoing intellectual growth and utilizing proprietary technology platforms developed to promote active learning and enhance the learning experience of online doctoral students.

Emerging Trends and Issues in online Higher Education; Tzuriel's Dynamic/Formative Assessment and Mediated Learning Models;

Theories of Intelligence: Feuerstein’s Theory of Structural Cognitive Modifiability; Sternberg's WICS model;

*My current research proposal, titled “A Descriptive Case Study: Faculty Views on How Technology Promotes Transformative Learning in Graduate Online Learning” - relates directly to the centers research agenda… ie “studying the improvement of the quality of teaching and learning…exploring issues and challenges related to online education… investigating global trends and issues in higher education…”.

Ongoing Research Project: Augmented/Artificial Intelligence Research Lab; Team Leader (team 6): Use of Augmented Reality Nursing Education: A Systematic Review. 

Proposal in the works (IRB/pending review):

Weinbaum, E. (Primary Investigator), Schleckser, H. & Caracena, P. (Co-Investigators). A Descriptive Case Study: Faculty Views on How Technology Promotes Transformative Learning in Graduate Online Learning.

*Listed as 'active research project' on CEITR site; Upon approval, I will apply for SAS grant.

 

Webinar in the works: Tzuriel & Weinbaum

45-min webinar: Titled "Dynamic Assessment: Revealing "HIDDEN" Intellectual Potential"(*invitation being send to all Research Hub members in NOV 2015)

 

Manuscript in the works (CEITR: Dissertation to Publication)

(1) Miller, P., Weinbaum, E.

UNIVERSITY STUDENTS’ EXERCISE BEHAVIOR REFLECTS STAGES OF CHANGE ACCORDING TO THE TRANSTHEORETICAL MODEL

*Submitted to "Health Education & Behavior Journal"

(2) McQuilkin, L., Weinbaum, E., Cleave

UNIVERSITY STUDENTS’ EXERCISE BEHAVIOR REFLECTS STAGES OF CHANGE ACCORDING TO THE TRANSTHEORETICAL MODEL (Miller, P. & Weinbaum, E.)

*To be submitted to "Review of General Psychology" (http://www.apa.org/pubs/journals/gpr/)

(3) Krone, B., Weinbaum, E. (2016). Aggression Mediates Gender Effects in STEM Success. 

*Manuscript is based on prior conference presentation:

Beth Krone & Elisabeth Weinbaum (2015, July). Impulse Control, Aggression, and Spatial Skill: Their Impact on Math Achievement. Post Secondary University Education for Students with Intellectual Disability: From Vision to Empirical Findings. Annual Meeting of the International Association of Cognitive Education and Psychology; Athens, Greece.

4) Hyland, R. F., Ferebee, S., & Weinbaum E. (2017). Creating Loyal Customers in a Contact Center Environment. Manuscript submitted to Journal of Leadership and Management.

5) Bane, T. M.  & Weinbaum, E. (2017) Using Kolb’s Learning Styles Inventory to Identify Learning Styles in Different Learning Environments. Manuscript submitted for publication to the Journal of Cognitive Education and Psychology (JCEP).

Note: Additional CEITR student affiliates invitations (pending): Mary Austin, Ph.D and  Linzie Klein, Ph.D.

 

Future 'joint' research projects w/ Scholars who were invited to CEITR recently:

Prof. David Tzuriel - Professor Emeritus at Bar Ilan University/Israel; Research Director - Feuerstein Institute/Israel; President of the International Association for Cognitive Education and Psychology (1999-2001) and as Editor-in-Chief of the Journal of Cognitive Education and Psychology (JCEP; 2006-2011).

*Potential future research projects will be related to Dr. Tzuriel's most recent publication, titled "The effects of mediation in computer assisted dynamic assessment".

 

Prof. Lou H. Falik (Prof. Emeritus, SFSU)

*Potential future research projects will be related to Dr. Falik's most recent publication, titled "A Cognitive Curriculum: Enhancing the Quality of Classroom Instruction and Student Learning".

 

 

 

 

 

 

 

Publications: 
Phenomenological Exploration of Mediation Models of Transformative Learning (WICS, SCM) in Online For-Profit Universities
A Phenomenological Exploration of Mediation Models of Transformative Learning (WICS, SCM) in Online For-Profit Universities
A Case Study Exploration of faculty and students in an Online Doctoral For-Profit University: First impressions of a new E-learning platform intended to promote transformative learning
Using Kolb’s Learning Styles Inventory to Identify Learning Styles in Different Learning Environments.
Creating Loyal Customers in a Contact Center Environment. Manuscript submitted for publication.
Augmented Reality in Nursing Education Programs: A Descriptive Case Study.
Use of Augmented Reality Nursing Education: A Systematic Review
Augmented Reality and Nursing Education: A Systematic Review.
Faculty Perspectives on Technology-enhanced Formative Assessments.
University of Phoenix Courses: 
DOC/734
DOC/733
DOC/722
DOC/721R
RES/711
RES/722A
DOC/733B
DOC/742B
DOC/742A
DOC/742
DOC/741B
DOC/741A
DOC/741
DOC/723
DOC/734B
DOC/734A
DOC/734
DOC/733B
DOC/733A
RES/722A
RES/711
Professional Bio: 
Dr. Elisabeth "Alfie" Weinbaum has served UOPX since 2005. She is a Certified Advanced Facilitator at the School of Advanced Studies (SAS) where she serves as online faculty, committee member, URM, and dissertation chair, as well as Research Project Manager (Augmented/Artificial Intelligence Research Lab/CEITR). She earned her BA (Psychology/Modern Languages) at Capital University, followed by her M.A. and PhD at The Ohio State University (OSU). She also trained in the MR/DD Psychology Program @ OSU/Nisonger Center (pre-/post-Doc). Professionally, Dr. Weinbaum participated in many assessment, intervention, and research programs worldwide (Israel and US). She also served as senior consultant for EVAL International (IFeuerstein Institute ATC) where she engaged in the training of qualified educators, parents, and community members in dynamic assessment of learning potential of children and young adults. Dr. Weinbaum served also as Director of Early Childhood Education for Independent Jewish Day Schools (CA), Director of Grant Program & Development for non-profit Human Service Agencies (OH), and she served in Departments of Psychology and Teacher Education (CA and WA) where she developed/taught numerous psychology courses. Education is her passion and her applied focus lies within the realm of effective mediation in 21st century technological delivery systems for education. Currently as Center for Educational and Instructional Technology Research (CEITR) affiliate, Dr. Weinbaum is working on a study of 'Use of Augmented Reality Nursing Education: A Systematic Review' and she is assisting several former mentees in publishing their dissertation in peer-reviewed journals (Dissertation to Publication Workshop/CEITR).
Degrees Completed: 
Doctoral Degree
Developmental Psychology
The Ohio State University
1992
Masters Degree
Psychology
The Ohio State University
1989
Bachelors Degree
Psychology / Modern Languages
Capital University
1987
Academic Appointments: 
Associate Faculty, Dissertation Chair School of Advanced Studies, University of Phoenix
Certified Advanced Facilitator, University of Phoenix, School of Advanced Studies (SAS)
Honors and Awards: 
Honorarium
Received July 2016 from University of Phoenix
Year Awarded: 
2016
Project Name (Optional): 
International Conference Panel Presentation: Vancouver, Canada.
Additional Details: 
CEITR faculty affiliate
Honorarium 2015 SAS
CEITR faculty affiliate
Year Awarded: 
2015
Project Name (Optional): 
International Conference Presentation, TL research project/IRB application.
Additional Details: 
*3 -contributions
Professional Education: 
Professional Suffix: 
Ph. D.
Primary College or School: 

Empirical studies indicate that transformative learning (defined as: centrality of experience, critical reflection, and rational discourse) founded on theoretical mediation models is significant to the learning process. This descriptive case study will look at (via online surveys, virtual interviews, and document reviews) technology embedded in E-learning classroom platforms and student-teacher interaction in online graduate students. We will study the role of Feuerstein’s theory of Structural Cognitive Modifiability (SCM) in (a) facilitating the development of transformative learning skills and (b) assisting online graduate students in reaching their learning potential (or Vygotsky’s ZPD).  We will explore the perceptions articulated by online faculty members related to specific elements within learning environments that provide meaningful interaction opportunities between instructors and students (“active learning”) and thus advance transformative learning. The focus will be on experiences related to faculty facilitation centered within the framework of Feuerstein’s applied system of the Shaping of Modifying Environments (SME): equal opportunity and access, conditions of positive stress, planned and controlled encounters with tasks, and individualized instruction and mediation. Insights about positive, transformational supporting elements in online graduate learning may guide strategies (such as improving the IT infrastructure and increasing faculty development) designed at strengthening the quality of the experience for the student in online doctoral programs aimed at developing strong, adaptable, ethical, leadership skills.

Comments

Liston Bailey's picture Liston Bailey | December 20, 2015 6:12 pm MST

Are you working on this alone of with a team? Just wondering.

Sounds like an interesting topic.

Best Regards,

Liston Bailey