Development and Validation of an Instrument for Assessing Transformative Learning: The Transformative Learning Environments Survey (TLES)

Scott L. Walker

Abstract


Abstract 

The purpose of this study was to develop and validate a new transformative learning survey instrument. The Transformative Learning Environments Survey (TLES) was developed using a three-stage approach and field tested with a population of 649 postsecondary students. The new validated instrument consists of 52 items allocated to four scales: (1) Disorienting Dilemma, (2) Self-Reflection, (3) Meaning Perspective and Critical Discourse, and (4) Acting. Each scale is subdivided into (a) students’ apperception and (b) their perception of the learning environment for a total of 8 subscales. Each item had a minimal factor loading of 0.50 with its own scale. Cronbach’s alpha coefficients ranged from 0.85 to 0.93. The TLES was used to investigate bivariate correlations between its subscales and a scale of student satisfaction where the outcomes ranged from -0.29 to 0.49. The TLES is an instrument that can be utilized for efficient small- and large-scale quantitative investigation into transformative learning. 


Keywords


Transformative learning survey; TLES; postsecondary education; community college

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