Transformative Learning in Online Settings: The Use of Self-Direction, Metacognition, and Collaborative Learning

The purpose of this qualitative phenomenological research was to validate the findings from a previous exploratory study of transformative learning in a specific, primarily online, graduate course model. This study involved the systematic content analysis of the graduate students' reflective writings collected at specific intervals throughout each course semester. Construct validity of the content analysis was strengthened through the application of a coding rubric and data analysis triangulated across three researchers. The final results indicate that the phases of transformative learning were repeatedly evident in students' reflective discussion comments and that fundamental changes in preconceived ideas, beliefs, habits, or assumptions had occurred for approximately one fourth of the participants around the themes of course workload, fear of or incompetence with technology, social role priorities, the online self-directed course format, and collaborative learning. The instructor role was found to be a vital component in the facilitation of transformative learning.