Loon, M and Nichol, L (2015) Confluent learning: using a design approach to develop cognitive abilities and enhance affective capacities through change management curriculum. In: 16th International Conference on Human Resource Development Research and Practice, 2 - 5 June 2015, Cork, Ireland.


Purpose: The aim of the study is to explore the role of confluent learning in supporting the development of change management knowledge, skills and attitudes and to inform the creation of a conceptual model based upon a priori and a posteriori knowledge gained from literature and the research. Design/methodology/approach: The research adopts qualitative approach based on reflective inquiry methodology. There are two primary data sources, interviews with learners and the researchers' reflective journals on learners? opinions. Findings: The confluent learning approach helped to stimulate affective states (e.g. interest and appreciation) to further reinforce cognitive gains (e.g. retention of knowledge) as a number of higher order thinking skills were further developed. The instructional design premised upon confluent learning enabled learners to further appreciate the complexities of change management. Research implications/ limitations: The confluent learning approach offers another explanation to how learning takes place, contingent upon the use of a problem solving framework, instructional design and active learning in developing inter- and trans-disciplinary competencies. Practical implications: This study not only explains how effective learning takes place but is also instructive to learning and teaching, and human resource development (HRD) professionals in curriculum design and the potential benefits of confluent learning. Social implications: The adoption of a confluent learning approach helps to re-naturalise learning that appeals to learners affect. Originality/value: This research is one of the few studies that provide an in-depth exploration of the use of confluent learning and how this approach co-develops cognitive abilities and affective capacity in the creation of a conceptual model.

Item Type: Conference or Workshop Item (Paper)
Keywords: confluent learning, change management, problem solving, instructional design, cognitive ability, affective capacity, design
Divisions: College of Liberal Arts
Date Deposited: 18 Jun 2017 21:52
Last Modified: 18 Jun 2017 21:52
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