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Transformative Learning Through Reflective Blogs in Occupational Health Approaches

Explore the impact of e-learning on personal and professional development using reflective blogs. Discover how transformational learning can enhance health behaviors, lifestyle change, and meaningful occupations. Dive into the Health Redesign model and the spectrum of health promotion levels. Follow Tina's journey as she reflects on weight loss struggles and career choices, sparking a deep shift in perspective highlighted by supportive comments. Delve into individual and social context transformations, emphasizing the role of online tutor presence. References key theorists in transformational learning.

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Transformative Learning Through Reflective Blogs in Occupational Health Approaches

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  1. Using e-learning to enhance personal and professional development: how reflective blogs can illustrate transformational learning

  2. Occupational Approaches to Health & Well Being • Health behaviour change • Transition • Meaningful occupations • Lifestyle Redesign model • Health promotion (primary, secondary, tertiary)

  3. Shared blogs • Each fortnightly session had an associated blog • Why did I choose this module? • How does policy impact on my personal and professional life? • Has my knew knowledge had an impact on me? • What now?

  4. Tina's shared blog "I need to... lose weight...and stop making excuses get more exercise...but I hate going to the gym consider whether this is the right job for me" 12 comments/responses supporting and encouraging Tina

  5. Transformational learning "deep shift in perspective during which habits become more open and more permeable" (Cranton 2010) Is it an individual transformation (Mezirow 2000) or is there an element of social context? Tutor presence online can be critical (Morris et al 2005)

  6. References Cranton, P. (2010) Transformational learning in an online environment. International Journal of Vocational Education and Technology, 1(2), p.1-9. Mezirow, J. (2000) Learning to think like an adult. In Mezirow, J(ed) Learning as transformation: Critical perspectives on a theory in progress, p.3-34. Morris, L.V., Xu, H. & Finnegan, C.L. (2005) Roles of faculty in teaching asynchronous undergraduate courses. Journal of Asynchronous Learning Networks, 9(1), p.65-82

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