Karen I. Cushman
California State University, East Bay
EDUI 6707
Datta Kaur Khalsa, Ph.D.
February 7, 2010
I am in my 17th year of teaching Computer Literacy. I have taught adults at community colleges in Connecticut and also at Goodwin College in East Hartford, CT.
In an online course, many interactions, connections and interpretations occur between the participants. Certainly, the online course discussion board holds a rich blend of participation regarding thoughts, ideas, and the creation of new perspectives. According to Palloff and Pratt (2007), the actual learning that happens because of a learner’s participation in an online course is called transformational learning. The theory of transformational learning was developed by Jack Mezirow. The term transformational learning is defined according to Mezirow (2000, page 4) as “becoming critically aware of one’s own tacit assumptions and expectations and those of others and assessing their relevance for making an interpretation” Cranton (2006 page 23) states, “Transformative learning theory is based on constructivist assumptions. In other words, meaning is seen to exist with ourselves, not in external form. What we make of the world is a result of our perceptions of our experiences.”
Promotion of transformative learning by the instructor must begin with the instructor asking themselves questions which only they can answer. According to Brookfield (1995, page 205),”those of us, who are trying to get colleagues to identify and question their assumptions, or to look at their practice through different lenses, must do the same.” The online instructors must be willing to examine themselves to see their transformative processes. Palloff and Pratt (2007, page 203) state the following questions an online instructor should ask himself/herself about the transformative process.
(1) How do I view myself as an instructor? Do I see myself as an expert? Am I open to the views and opinions of others? How do I process those views when I encounter them?
(2) How do I generally run a class? Do I rely on lecture and discussion methods?
(3) How comfortable do I feel with the concept of promoting self-knowledge in learners? Do I honestly feel that this should be the work of someone other than a teacher, such as a counselor or therapist?
(4) How comfortable am I when students disagree with my point of view? How would I feel if a student suggested that I read material they have discovered in their learning process?
(5) Do I feel that I need to maintain control of the learning environment? How comfortable would I feel in giving over that control to the learners and being an equal participant? (224 words)
A learning environment in which transformative learning may occur, demands that the facilitator and learner each have a role. According to Taylor (1998), the role of the facilitator is to create conditions which promote trust, concern for others, and also encourage the building of rapport between learners. This is one of the fundamentals of encouraging transformative learning. By showing enthusiasm about learning, and the changes it may bring, the teacher acts as a role model to the learners (Cranton, 1994).
In an e-mail interview Patricia Cranton (2009, article, “Transformative Learning: Q&A with Patricia Cranton”) states,”Transformative learning is not independent of content, context, or a discipline. It’s not an”add on” to a course. It is a way of making meaning of knowledge in a discipline in a way that student’s don’t passively accept and believe what they are told or what they read, but rather engage in debate, discussion, and critical questioning of the content. Promoting transformative learning is a part of “covering” content.” The online instructor encourages transformative learning by implementing different methods. Cranton (Ibid) states, “Readings from different perspectives, field experiences, videos, role plays, simulations and asking challenging questions all have the potential to lead to transformative learning. The educator needs to create and environment in which critical reflection and questioning norms is supported and encouraged”.
Reushle and Mitchell (2009) suggest the learner maintain a diary or journal of troublesome course issues and their own reflective thoughts on them. The authors further recommend that learners be encouraged to post this diary or journal using a blog, wiki, or discussion board to give utterance of their learning journey through these troublesome course issues.
The creation of online courses engaged with the use of computer technology certainly has created new learning issues or dilemmas for the first time online student (Palloff and Pratt 2007). The learner not only has to deal with this new way of learning by having interactions with other students, instructors and course content but also must deal with the computer technology which allows this communication to take place. (ibid) As the learner interacts with others during the semester, his/her skill at using computer technology will improve. The learner becomes more confident in his/her ability to use the computer and various software applications Palloff and Pratt (2007). The ability for using the Internet to search for topics of interest increases. The learners may also need to use an area of technical support provided by the learning institution.
As the researcher for this article, I have had my own learning journey, and have experienced my own transformational learning. This started with my second course in the Master of Education, Online Teaching and Learning program. In the first course I did not truly understand what an online course would involve. There came an aha moment during the second course in this new way of learning, when I realized the freedom I have to explore my own perceptions, and the basis for their belief. Conversely, by participating in online discussions, group projects and blogs, I began to see the perceptions of others and their basis for belief. After some reflection, I began to change some of my beliefs. Hence, transformative learning occurred. When another learner responded to my posts with additional information, I was free to consider an alterative point of view. I had the time and the resources to do some exploring and reflecting on the topic. In a traditional face-to-face class, one does not have this option very often. In the majority of my face-to-face courses, there was little discussion between students during class time. A great learning opportunity was missed for transformative learning. Learning that truly changes the way one thinks about something. After class most of us went our separate ways. I believe the growth and transformations that could have taken place were diminished by the constraints of the course.
Currently, I am a face-to-face instructor in Computer Literacy at the adult level. I try to create a segment of time during class when students can discuss issues they are encountering with regard to the technology and techniques they are learning. They have found discussions and internet research to be extremely helpful and informative.
References
Boyer, N, Maher, P., and Kirkman S.,(2006) Transformative learning in online settings: The use of self-direction, metacognition, and collaborative learning . Journal of Transformative Education 2006: (4) 335. Online version of this article http://jtd.sagepub.com/cgi/content/abstract/4/4/335
Brookfield, S., Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass. page 205
Kelly, R., Transformative Learning: Q & A with Patricia Cranton, Faculty Focus, (2009) retrieved from www.facultyfocus.com/articles/instructional-design/transformative-learning-qa-with-patricia-cranton
Mezirow, J. (2000). Learning as transformation: critical perspectives on a theory in progress. San Francisco: Jossey Bass. Page 4
Palloff, R. & Pratt, K. (2007). Building online learning communities. San Francisco: Jossey-Bass.
Palloff, R. & Pratt, K. (2001). Lessons from the cyberspace classroom. San Francisco: Jossey-Bass.
Reushle S. and Mitchell, M. (2009). Sharing the journey of facilitator and learner: Online pedagogy in practice. Journal of Learning Design, (3) 1
Taylor, E. (1998) The theory and practice of transformative learning: A critical review. Information series no. 374 Columbus: ERIC Clearinghouse on adult, career, and vocational education, center on education and training for employment, college of education, the Ohio state university.
Transformative learning theory, website Core Principles of Transformative Learning Theory – Mezirow & Others. Retrieved from http://transformativelearningtheory.com/corePrinciples.html