Learning Management Strategies and Instructor’s Characteristics for Transformative Learning: A Case Study from General Education

Abstract

This work discusses learning management strategies and instructor’s characteristics for transformative learning: a case study from general education. It aims to expand the scope by applying transformative learning concepts beyond professional contexts and normal-sized classrooms in higher education. It focuses on planning learning to be consistent with the diversity of students, the large-sized classrooms, and the learning outcomes of general education. Here three main learning management strategies for general education subjects are presented that integrate transformative learning concepts as a tool for student development: 1) before starting learning activities strategies including preparation for instructors, student diagnosis, and preparation for student, 2) during learning activities strategies including introduction into the lesson, creating experiences, linking experiences, and reflections, and 3) after learning activities strategies is knowledge management. Further, there are two important characteristics of an instructor, with a) providing instructions in an integrated transformative learning concept in general education and b) having a growth mindset and instructional competencies consisting of cognitive, emotional, and social competencies.