The transformational learning by web-conferencing circuit board: a conceptual model outlining the conditions that facilitate transformation in synchronous spaces

Abstract

As synchronous technologies and high-speed internet have become more accessible, opportunities for learning in web-conferencing settings have also increased. Despite the ubiquity of learning experiences taking place over web-conferencing, there is a lack of research on what makes for effective adult learning in synchronous settings from learners’ perspectives. Moreover, there are few studies examining how transformational learning—learning that changes an adult’s mindset, beliefs, or perceptions—occurs in web-conferencing settings. This qualitative study explores the conditions through which transformational learning occurs in web-conferencing settings. It includes the perspectives of adult learners (all at least eighteen years old) who have participated in a variety of learning experiences via web-conferencing. I completed this study in two phases: (1) qualitative surveys collected from ten anonymous participants, and (2) semi­ structured interviews conducted with eleven participants. I employed grounded theory methods to develop the Transformational Learning by Web-Conferencing Circuit Board, a conceptual model that describes the conditions enabling transformational learning to occur in synchronous settings. This conceptual model illustrates that organizations, facilitators, and adult learners play distinct roles in supporting transformational learning through web-conferences. The conceptual model also describes how goal orientation, mindsets and beliefs, technological efficacy, and conducive virtual and physical environments support the sense of community among adult learners and facilitators in the web-conferencing space. When learners and facilitators feel this sense of community, transformational learning is possible. Organizations, facilitators, and adult learners interested in participating in a transformational learning experience within a web­ conferencing setting can utilize this conceptual model to inform their engagement in the process. Researchers may also build upon the framework to further our collective understanding of how transformational learning occurs in synchronous learning environments.