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On Becoming a Qualitative Researcher: Transformative Learning Theory in an Online Research Course
Book chapter

On Becoming a Qualitative Researcher: Transformative Learning Theory in an Online Research Course

Kathy D. Geller, Joy C. Phillips and Kristine S. Lewis Grant
Synchronous and Asynchronous Approaches to Teaching, pp 33-57
01 Jan 2023
DOI: https://doi.org/10.1007/978-3-031-17841-2_3

Abstract

Andragogy Critical thinking Experiential learning Online learning Qualitative research Transformative learning
Transformative learning theory centered on a commitment to adult learning fosters the conscious use of critical thinking and reflection, the personal willingness to question assumptions, and the recognition of the complexity inherent in work and community situations. It offers a developmental approach to support students’ questioning their assumptions, challenging how things are done, and embracing differences in worldviews and preferred actions. This chapter draws on experiential learning theory and introduces five transformative learning practices to foster the development of perspective transformation. The practices described through course activities and assignments include (1) Cultural responsiveness (2) Self-reflection (3) Critical thinking (4) Empathic dialogue and (5) Praxis (Reflection on action). The authors describe how these practices are integrated into aspects of a two-term, online, qualitative research course that introduces cohorts of 12–15 doctoral students to research theory, methods, and research skills. The experiential course design incorporates a range of authentic learning experiences that provide meaningful knowledge and skills for the qualitative researcher. The chapter provides readers with an andragogical approach to developing critical thinking skills and fostering perspective transformation and knowledge transfer in teaching research in an online format.

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