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ONLINE TRANSFORMATIVE LEARNING IN HIGHER EDUCATION: OPPORTUNITIES AND CHALLENGES FOR IMPROVING EDUCATIONAL PRACTICES
Abstract
Many researchers and scholars nowadays view the online environment as the ideal context for fostering transformative learning. However, although the growth of online education has resulted in a plethora of investigations, for the moment, few empirical studies exist about promoting transformative learning in online environments. This paper focuses on the application of the transformative learning model in two distinct online learning environments in higher education. The first is a traditional blended learning environment while the second is a digital social learning environment. In this paper, we present the preliminary results of an ongoing research aimed at employing online learning for different student needs. It has been carried out within an applied research project, DocTDLL (Implementation of Transformative Digital Learning in Doctoral Programs of Pedagogical Science in Latvia), funded by the Latvian Council of Science. We analyze and discuss how environment variables in an online context can influence an educational approach based on a transformative learning process and vice versa. We highlight a conceptual model comprising interacting contextual components, including personal factors (motivational beliefs and achievement emotions) as well as personal behaviors (use of cognitive and metacognitive learning strategies). Our final objective is to design a multidimensional model of learning for Ph.D. students that integrate students' thoughts, feelings, and actions while they are learning online.
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