Showing papers by "Charlotte Nirmalani Gunawardena published in 2007"

Learning Transformations through Cross-Cultural E-Mentoring: Perspectives from an Online Faculty Development Forum

Abstract: Employing qualitative research methods, this study discusses the learning transformations of e-mentors from the United States and protégés from Sri Lanka who engaged in online problem solving tasks that were part of a faculty development forum. Context for the Study The Government of Sri Lanka funded through a loan obtained from the Asian Development Bank, a six-year Distance Education Modernization Project (DEMP) implemented by the Ministry of Higher Education, to develop a National Online Distance Education Service (NODES). As Abeyawardena (2007), Project Director of DEMP points out, the goal of the project is to provide higher education and professional development opportunities to a large number of students who qualify for university entrance each year, but do not have the chance to enter conventional universities in Sri Lanka. The lead author worked as a consultant to this project and developed a training program for online tutors and mentors using a blended format of face-to-face (F2F) workshops and online collaborative learning activities. She invited her colleagues at the University of New Mexico, co-authors of this paper, to serve as e-mentors (relationship established through electronic communications) for each of the small groups of faculty trainees or protégés who were tasked with using an inquiry-based method online to address a current social issue. For the protégés, the goal was to learn through critical inquiry with peers and the e-mentor how to tutor, mentor, and facilitate an interactive learning format online that led to transformative learning through the interplay of diverse cultural perspectives, and problem resolution through negotiation of meaning. Purpose, Research Questions and Methods This paper focuses on an online mentoring experience between mentors in the United States (masters and doctoral students at the University of New Mexico) and protégés in Sri Lanka (faculty from universities and professional organizations) who engaged in an inquiry-based learning activity for three weeks using Moodle, the open source online Learning Management System. The purpose of this paper is to examine if cross-cultural online mentoring can facilitate transformative learning. The research questions for this study are: (1) What are the manifestations of transformative learning evident in cross-cultural e-mentoring relationships when online groups are tasked with a problem solving activity (presented as a disorienting dilemma) over a three-week period?, and (2) How can the unique tools of the online environment be utilized to facilitate transformative learning? A qualitative research design was used to examine the research questions, employing (a) transcript analysis of the computer-mediated discussion where participant groups solved a social problem interacting with the international mentors who were present only online, (b) mentor reflections in a focus group panel discussion, (c) protégé journals, and (d) protégé evaluation of the e-mentor online activity in the final course evaluation using open ended questions. Results are discussed both from the perspectives of e-mentors and protégés. Transcript analysis, a form of content analysis using the computer-mediated discussion as data, was the method used to discover if and how the problems served as disorienting dilemmas and what transformations took place both for mentors and protégés. An explanation of why the problems were found to be disorienting can be found in statements that indicate the participants never considered the problems before or felt empathy toward those directly touched by the issues. Transformations are indications that participants changed their perspectives as a result of group discussions. Definitions and Conceptual Framework We use the definition of mentoring developed by Daloz (1999). A mentor is responsible for supporting the development of a protégé. This includes helping the protégé gain the necessary skills and knowledge to function effectively in a particular environment. Protégés are lesser skilled or less experienced individuals. In the process of mentoring, mentors and protégés learn from each other and benefit from a worthwhile relationship for both parties. While many definitions of transformative learning exist, for this study, we selected Mezirow’s (2000) cognitive approach that defines transformative learning as a problem solving process that relies upon cognitive processing to induce transformative learning. In this approach, the protégé is outwardly looking, actively learning about the external world through dialog with others, generating and evaluating multiple solutions, and imagining new environments that can be created through actions (Mayer, 2001). The cognitive approach to transformative learning begins with a disorienting dilemma, which leads to critical reflection and acknowledgment of the need to look outward for dialog with others. Disorienting dilemmas, prompt individuals to question their current frame of reference and search for another potential frame of reference. The problems posed to the participants of this study presented disorienting dilemmas that led to questioning familiar frames of reference. Based on LaPointe’s (2006) discussion of how transformational learning can occur online, we also examined the role of online tools such as forums and wikis that could support and facilitate transformative learning. The design of the online tutor mentor development workshop used a community building approach based on the online instructional design model, WisCom, developed by Gunawardena, Ortegano-Layne, Carabajal, Frechette, Lindemann, and Jennings (2006) for building online wisdom communities. Based on socio-constructivist and sociocultural learning philosophies and distance education principles, the WisCom model aims to facilitate transformational learning by fostering the development of a wisdom community, knowledge innovation, mentoring and learner support in an online learning environment, based on a “Cycle of Inquiry” module design. The community building approach used a blended format of F2F workshops and online training on Moodle, the open-source learning management system used for delivery of courses. The learners participated in an online group activity to solve a complex social problem in the capital city; garbage disposal, traffic congestion, street children--all problems common to many developing countries. A mentor was assigned to a group of 10-12 protégés from diverse professional backgrounds who were tasked with solving one problem either using a problem solving approach, a role play or a case-based reasoning format. There were a total of 59 protégés and 7 mentors. The mentor used his or her expertise in conducting interactive learning activities online to help organize the task, move the group toward the goal, share resources and perspectives from a different cultural context, and ask questions that helped to frame and reframe the problem. The protégés, who had first-hand knowledge of the problem, shared their diverse perspectives on it and responded to the mentors' questions to organize the group activity and negotiate meaning to arrive at a solution. The groups were informed that the process of arriving at a solution was as important as the product, and the activity received a group grade. Two unique tools of the online environment were used to facilitate transformative learning: (a) the asynchronous, small-group discussion forums and (b) small-group wikis in Moodle. The course design offered a safe environment where protégés and mentors from two cultures were not afraid to share ideas and experiences and learn through conversation and the exchange of information. Results Research Question 1 asked: What are the manifestations of transformative learning evident in cross-cultural e-mentoring relationships when online groups are tasked with problem solving activity (presented as a disorienting dilemma) over a threeweek period? Transformative learning occurred at two levels. First, participants indicated that their perspectives of online learning changed. Second, participants reported that their attitudes toward the large societal issues changed. Most of the protégés initially met the requirement of using online technology with doubt and apprehension, as reported in their journals and answers to the open-ended questions from the final course evaluation. One protégé said, “I thought online learning is an inefficient one. (But now I feel that it is very much better than the F2F learning.)” Another protégé thought that only "IT (Information Technology) people" could create discussions online. “I didn't expect that we gain any knowledge through e-learning.” However, after engaging in a few online activities themselves, the protégés felt that sharing knowledge with people from diverse backgrounds was easy/easier in online forums. The informal online forums, in particular, provided a place to introduce themselves and tell about their hobbies, interests, personal philosophies, even share funny stories. This helped create social presence and set the stage for building a community. Protégés welcomed the support, information, resources, and dialogue offered by the mentors, which they found motivating and helped them progress through the discomfort experienced by the disorienting dilemmas. One protégé wrote in the course evaluation, “They (the mentors) gave lots of new information relevant to the topic (web links etc.).” Another protégé said, “The e-mentors gave a different perspective in different context, which is really important.” Protégés motivated mentors to frequently check in with the course so that they could keep up with the postings. This was then extremely motivating for some protégés: “I was really motivated if he has posted something and tried to continue/move forward from what he has asked us to do. When he has addressed me with my name, I was felt like flying!!!” As in a typical m