scholarly journals Venturing Through the Looking Glass: An Instance of Transformative Learning in Adult Education

2013 ◽  
Vol 24 (2) ◽  
Author(s):  
Judith MacIntosh ◽  
Nancy Wiggins
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Baccalaureate Degree ◽  
Educational Programs ◽  
The Other ◽  
University Education ◽  
Lewis Carroll ◽  
Transformative Process ◽  
Looking Glass

Adult learners who are introduced to transformative learning in their university education initially tend to find the experience strikingly different from their previous educational programs. For Registered Nurses beginning a baccalaureate degree in nursing, learning in a transformative environment may be as odd to them as was the experience of Lewis Carroll's Alice on the other side of the Looking Glass. For their teachers, examining a common experience, not common to learners, in an uncommon manner expands the understanding of the process. Using the imaginative work of Lewis Carroll, the authors of this paper relate it to the experiences of these adult learners and expound on the strategies being used to facilitate the transformative process in adult education. The perspectives developed by the UNB nursing teachers and the strategies they use to facilitate transformative learning are described.

scholarly journals Transformative Learning: a Concept and Powerful Vision for Adult Education

2017 ◽  
Vol 8 (2) ◽  
pp. 128-131
Author(s):  
Md Mahfuzar Rahman ◽  
AK Mahbubul Hoque
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Factual Knowledge ◽  
Multiple Points ◽  
Social Lives ◽  
Medical College ◽  
Beliefs And Values ◽  
Substantial Change

Transformative learning is a process of learning that individuals to changes their critically assumptions and beliefs and consciously making and implementing plans that bring about new ways. It is a fundamentally rational and analytical process. It is also a process of getting beyond gaining factual knowledge alone to instead become learns in some meaningful way. It involves questioning assumptions, beliefs and values, and considering multiple points of view, while always seeking to verify reasoning. This learning is to make interpretations from the person's own beliefs, judgments and feelings and consciously define the meaning of the experience1 or a process of learning that creates a substantial change in the habits, ideas and/or outlook of an individual. This article highlights concept and theories that deals with the paradigm shift of changes needed among adult learners, role of educators and learners towards development of individual and social lives in addition to existing perspective (traditional) of teaching & learning practice. Practices of transformative learning vision and process in adult education have the scope to bring improved critical thinking and a way of changing life style.Anwer Khan Modern Medical College Journal Vol. 8, No. 2: Jul 2017, P 128-131

Adapting Adult Educators’ Teaching Philosophies to Foster Adult Learners’ Transformation and Emancipation

2013 ◽  
pp. 134-147
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Transformational Learning ◽  
Individual Characteristics ◽  
Adult Educators ◽  
Philosophical Perspective ◽  
Teaching Philosophies ◽  
Diverse Individual

This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners’ transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students’ diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.

Adapting Adult Educators' Teaching Philosophies to Foster Adult Learners' Transformation and Emancipation

2014 ◽  
pp. 1238-1251
Author(s):  
Victor X. Wang ◽  
Patricia Cranton
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Transformative Learning ◽  
Transformational Learning ◽  
Individual Characteristics ◽  
Adult Educators ◽  
Philosophical Perspective ◽  
Teaching Philosophies ◽  
Diverse Individual

This chapter argues that adult educators need to adapt their philosophy and their teaching roles to foster adult learners' transformative learning, and it proposes a model that illustrates this process. The most common purposes of adult education are represented by five underlying philosophies as fully discussed by Elias and Merriam. Adult learners possess different needs, interests, and experiences. As teachers modify their roles and methods in response to their students' diverse individual characteristics, they must also adapt their underlying philosophical perspective so that philosophy, roles, and methods are congruent. The authors maintain that in this context, the role of adult educators as facilitators of transformational learning should be examined and their prevalent humanistic and progressive philosophies critically questioned.

scholarly journals Planning Effective Educational Programs for Adult Learners

2017 ◽  
Vol 7 (3) ◽  
pp. 79
Author(s):  
Hong Shi
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Program Development ◽  
Educational Program ◽  
Developmental Process ◽  
Program Planning ◽  
Educational Programs ◽  
Ongoing Process ◽  
Social Events

Educational program planning is a complex ongoing process and planners should reflect on and consider for all ofthe involved factors, context, and people. The purpose of this study is to analyze how to plan effective educationalprograms for adult learners. Adult education is a developmental process and interacts with broad social events. Adulteducators should be encouraged to look at events occurring in a larger context for program development. Programplanners should consider adult learners’ needs and interests to ensure program development and pedagogicalapproaches incorporate students’ needs, expectations and experience into educational program.

scholarly journals The Temptation of Simplicity in the Era of Transit

2020 ◽  
pp. 101-111
Author(s):  
Viacheslav Mikhailovich Litvinskiy
Keyword(s):  
Information Technologies ◽  
Critical Reflection ◽  
Classical Model ◽  
Scientific Research ◽  
Educational Programs ◽  
The Other ◽  
University Education ◽  
Teaching Philosophy ◽  
History Of ◽  
Modern Information

The author pays a special attention to classical model of university education as a system of knowledge transfer that is connected with the hope of increasing the effectiveness of teaching philosophy in the format of the history of ideas, that in the transition from a literacy of the classical era to the application of modern information technologies is associated with a number of persistent thinking stereotypes. The author points out that the temptation to simplicity of abstract introduction into competences, including critical reflection, excludes the use of modern discourse in the philosophical analysis of modernity. The author comes to conclusion that modernity itself as an area of scientific research, the integration of disciplinary approaches and educational programs remains on the other side of the conceptualization.

Transformative learning, epistemology and technology in adult education

2020 ◽  
pp. 147797142091860
Author(s):  
Victor Wang ◽  
Geraldine Torrisi-Steele ◽  
Elizabeth Reinsfield
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Adult Learning ◽  
Transformative Learning ◽  
Teaching Practice ◽  
Teaching Strategy ◽  
Digital Technologies ◽  
Ways Of Knowing ◽  
Adult Educators ◽  
Learning Contexts

Adult learners can have well-established ‘ways of knowing’, so a process of transformation represents learning that challenges them to discover new ways of thinking. Transformative learning is thus a frame for the practice of adult educators. The affordances of technologies can be exploited to facilitate transformative learning in adult learning contexts. However, this response is not consistently applied. In the present article, the authors highlight that technology is a tool within teaching strategy, and that it can be used to facilitate transformative learning albeit in a slightly different manner depending upon the epistemological stance of the educator. Adult and vocational teaching practice is positioned within four epistemological stances: post-positivist, constructivist, advocacy/participatory and pragmatism. Discussion focuses on the opportunities for transformative learning, made possible by digital technologies, within each of these epistemological stances.

scholarly journals Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

2021 ◽  
Vol 2 (2) ◽  
pp. 155-192
Author(s):  
Constantinos Nicolaou ◽  
Maria Matsiola ◽  
Christina Karypidou ◽  
Anna Podara ◽  
Rigas Kotsakis ◽  
...  
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Media Studies ◽  
Educational Communication ◽  
Teaching Methodology ◽  
Technology Enhanced Learning ◽  
Generational Theory ◽  
Audiovisual Media ◽  
Media Technologies ◽  
Media Communications

In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.

Personal Learning Environments

2011 ◽  
Vol 2 (4) ◽  
pp. 1-11 ◽  
Author(s):  
Sebastian H. D. Fiedler ◽  
Terje Väljataga
Keyword(s):  
Adult Learners ◽  
Web 2.0 ◽  
Learning Environments ◽  
Formal Education ◽  
The Other ◽  
Learning Activities ◽  
Web 2.0 Technologies ◽  
Personal Learning ◽  
Digital Instrumentation ◽  
Personal Learning Environments

This paper reviews and critiques how the notion of PLEs has been conceptualised and discussed in literature so far. It interprets the variability of its interpretations and conceptualisations as the expression of a fundamental contradiction between patterns of activity and digital instrumentation in formal education on one hand, and individual experimentation and experience within the digital realm on the other. It is suggested to place this contradiction in the larger socio-historic context of an ongoing media transformation. Thus, the paper argues against the prevalent tendency to base the conceptualisation of PLEs almost exclusively on Web 2.0 technologies that are currently available or emerging, while underlying patterns of control and responsibility often remain untouched. Instead, it proposes to scrutinise these patterns and to focus educational efforts on supporting adult learners to model their learning activities and potential (personal learning) environments while exploring the digital realm.

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