Transformative Learning
Transformative Learning is "The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action" (Mezirow, 1996: 162). Transformative Learning has emerged in the field of adult learners with great enthusiasm. Dr Mezirow developed his theory, as women were going back into the workforce. These women were attending community colleges in order to learn new skills and begin new careers. As they were exposed to new ideas and beliefs they began to question how they saw themselves in their current circumstance and what changes they would need make in the future to attain their goal. They also began to question their past beliefs and wondered if they could incorporate the new ideas they were learning into their current belief system. This experience caused some of the women to embrace the new ideas and undergo a personal transformation. The self examination that the women went through and the struggle to accept new ideas is called critical reflection. Dr Mezirow believes that critical reflection is necessary for transformational learning. That is a very brief discussion of transformative learning. I would like to share through this blog post how online instructors can use Dr. Mezirow’s theory of critical reflection. Instructional strategies that would promote critical reflection would be: discussion, artistic expression of ideas and collaboration of students in the online classroom.
Critical reflection: As mentioned above this is necessary to promote growth in the learner. The learner needs to have an intense experience that will cause them to examine their current beliefs. This also challenges them to decide how they will incorporate these new ideas into their belief system. As the learner accepts the new ideas they will experience transformational learning.
Discussion: As students discuss and defend their beliefs , these discussions will help the student develop an awareness of what they believe. This self reflection will assist the student in understanding what assumptions are part of their belief system and if they are willing to change what they believe.
Artistic Expression: It has been suggested that poetry, art, photography, and music can help a student to experience transformative learning, because art is something that everyone is familiar with. I think that art can be incorporated in the online classroom through projects. Students can use art to make movies, posters, and Prezi presentations.
Collaboration: In the college setting, students are required to work in collaborative groups. As students begin the collaborative process, they begin to examine their ideas and beliefs. This process happens as they are defending their ideas and beliefs to the group. As the student interacts with the group, hopefully they are able to recognize any ideas and beliefs that are no longer meaningful and need to be changed. By working with others and reflecting on past beliefs students will discover what is important to them as a learner.
As an online instructor is is important to consider these strategies when planning your classes. As instructors we have the opportunity to expose our students to meaningful content through our classes. This expose can have a lasting impact on their sense of who they are and how they see themselves moving forward. By using these strategies you could assist your students in having a transformative learning experience.
Transformative Learning is "The process of using a prior interpretation to construe a new or revised interpretation of the meaning of one’s experience in order to guide future action" (Mezirow, 1996: 162). Transformative Learning has emerged in the field of adult learners with great enthusiasm. Dr Mezirow developed his theory, as women were going back into the workforce. These women were attending community colleges in order to learn new skills and begin new careers. As they were exposed to new ideas and beliefs they began to question how they saw themselves in their current circumstance and what changes they would need make in the future to attain their goal. They also began to question their past beliefs and wondered if they could incorporate the new ideas they were learning into their current belief system. This experience caused some of the women to embrace the new ideas and undergo a personal transformation. The self examination that the women went through and the struggle to accept new ideas is called critical reflection. Dr Mezirow believes that critical reflection is necessary for transformational learning. That is a very brief discussion of transformative learning. I would like to share through this blog post how online instructors can use Dr. Mezirow’s theory of critical reflection. Instructional strategies that would promote critical reflection would be: discussion, artistic expression of ideas and collaboration of students in the online classroom.
Critical reflection: As mentioned above this is necessary to promote growth in the learner. The learner needs to have an intense experience that will cause them to examine their current beliefs. This also challenges them to decide how they will incorporate these new ideas into their belief system. As the learner accepts the new ideas they will experience transformational learning.
Discussion: As students discuss and defend their beliefs , these discussions will help the student develop an awareness of what they believe. This self reflection will assist the student in understanding what assumptions are part of their belief system and if they are willing to change what they believe.
Artistic Expression: It has been suggested that poetry, art, photography, and music can help a student to experience transformative learning, because art is something that everyone is familiar with. I think that art can be incorporated in the online classroom through projects. Students can use art to make movies, posters, and Prezi presentations.
Collaboration: In the college setting, students are required to work in collaborative groups. As students begin the collaborative process, they begin to examine their ideas and beliefs. This process happens as they are defending their ideas and beliefs to the group. As the student interacts with the group, hopefully they are able to recognize any ideas and beliefs that are no longer meaningful and need to be changed. By working with others and reflecting on past beliefs students will discover what is important to them as a learner.
As an online instructor is is important to consider these strategies when planning your classes. As instructors we have the opportunity to expose our students to meaningful content through our classes. This expose can have a lasting impact on their sense of who they are and how they see themselves moving forward. By using these strategies you could assist your students in having a transformative learning experience.
I found this graphic on a page overflowing with graphics that presented Transformative Learning in a graphic form. I was drawn to this particular graphic, as a visual learner, because of the simplicity in its appearance. I think that this would be a good reference for an Instructor to remind them of the impact that Transitional Learning can have on students.
References:
Barnes & Hopper, 2011; Adapted from Schell, 2008
EDDE 801, Ed D at Athabasca University, Canada on August, 2009
Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, Volume 6(2), 104-123.
Merriam, S. (2014). Adult learning linking theory and practice. San Francisco: Jossey-Bass
Mezirow, J. (1998b). On critical reflection. Adult Learning Quarterly, 48(3), 185-198.
Su-Tuan Lulee; Mary McNabb; Gordon Preston; Rebecca Walker
Transforming Learning
Barnes & Hopper, 2011; Adapted from Schell, 2008
EDDE 801, Ed D at Athabasca University, Canada on August, 2009
Kitchenham, A. (2008). The Evolution of John Mezirow’s Transformative Learning Theory. Journal of Transformative Education, Volume 6(2), 104-123.
Merriam, S. (2014). Adult learning linking theory and practice. San Francisco: Jossey-Bass
Mezirow, J. (1998b). On critical reflection. Adult Learning Quarterly, 48(3), 185-198.
Su-Tuan Lulee; Mary McNabb; Gordon Preston; Rebecca Walker
Transforming Learning
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ReplyDeleteIn addition to critical reflection, discussion, and collaboration mentioned by Susan, transformative learning in the online environment can be brought about through instructor support (Henderson, 2010). Support can be provided to students in a variety of ways in the online classroom. It can exist in the form of immediate and frequent feedback on assignments or projects (Henderson, 2010). This feedback should offer the student information on what they did well and what they could improve upon in the future. This individualized positive and constructive feedback lets the student know that the instructor is, in fact, reading their work and cares about their academic growth enough that he or she is willing to make comments. The instructor can provide support by comments made in the discussion forums which redirect conversations, provide encouragement, or answer questions posed by students. He or she can also offer comments verbally in addition to typed comments directly on a student’s paper.
ReplyDeleteSupport from the instructor can also be offered via clear expectations for the course and instructions for assignments. Crafting a detailed syllabus allows the student to find answers to questions and assures them that their work is satisfactory for successful completion of the course. Finally support can be achieved through one-on-one conversations with the instructor through some type of technology. These conversation do not have to be about a specific assignment, but used as a check-in for the student. Sometimes questions arise during these sessions that a student may have been hesitant to ask in a more formal setting. Some tools that can be used to develop an transformative learning experience include Twitter, online discussion boards or blogs, wikis, and online meeting spaces such as WebEx, GoToMeeting, BigBlueButton, Wimba, and Adobe Connect.
Henderson, J. (2010). An exploration of transformative learning in the online environment. 26th Annual Conference on Distance Teaching and Learning. Retrieved from http://www.uwex.edu/disted/conference/Resource_library/proceedings/28439_10.pdf
Jessica,
DeleteI am so sorry that I removed your comments! I didn't know that I did that, or how I did it. I like your ideas about the instructor having a detailed syllabus. I think that if students know what is expected of them, they have a better chance of being successful. Also when students and instructors are able to have one on one time the student will be able to share any conflicts they might be having with the material and therefore the instructor would be able to assist the student in transformative learning.
These are great suggestions, Jessica :-) Does this resource mention anything regarding class size?
ReplyDeleteHere are some more resources on the same topic as the blog post given above:
ReplyDeleteIn March March 26-27, 2015, the University of Central Oklahoma will host: "The 2015 Transformative Learning Conference" [http://www.uco.edu/central/tl/conference/2015conference/index.asp]. I do believe however, that the title here has a more general meaning than our class' topic.
On the same webpage one can find the following link: [http://www2.uco.edu/press/prdetail.asp?NewsID=18041] which announces that "US Department of Education Awards $7.7 Million Grant to UCO". On this page, one can read the “Central Six” tenets of transformative learning:
- discipline knowledge;
- leadership;
- research, scholarly and creative activities;
- service learning and civic engagement;
- global and cultural competencies; and
- health and wellness.
Transformative learning is [according to http://www.uco.edu/central/tl/stlr/index.asp] linked to leadership skills. Although these important skills and knowledge are not documented on the academic transcript, a university graduate should be able to demonstrate them.
The following webpage [http://www.uco.edu/academic-affairs/cettl/cettl-tl/uco-transformative-learning-guide.asp] several resources on "Transformative Learning": from Theory, to Instructional Strategies, Assessments, and other. In particular, the following resouce: [http://www.uco.edu/academic-affairs/cettl/TLGuideFiles/2012-03-tl.pdf] contains the following definition of Transformative Learning given by Dr. Patricia Cranton (of Penn State University):
". . . an individual becomes aware of holding a limiting or distorted view. If the
individual critically examines this view, opens herself to alternatives, and
consequently changes the way she sees things, she has transformed some part
of how she makes meaning out of the world."
I believe this is one of the greatest and clearest definitions of Transformative Learning that I have yet seen.