1-4transformationallearninganddistanceed.weebly.com/uploads/... · Web viewTo build a foundational understanding on transformational learning, this author reviewed articles written

Running head: TRANSFORMATIVE LEARNING AND DISTANCE EDUCATION

Evaluating Transformative Learning Through Distance Education: A look at Universities

That Offer Distance Education Through A Self Directed Format

Karen Thomas

kt11tn

Submitted in partial fulfillment of

the requirements for

ADED 4F35

Research and Critical Reflection in Adult Education

Bachelor of Education in Adult Education Program

Centre for Adult Education and Community Outreach

Faculty of Education, Brock University

St. Catharines, Ontario

James Pickett C.D., Ed.D

March 15, 2015

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TRANSFORMATIVE LEARNING AND DISTANCE EDUCATION

Evaluating Transformative Learning Through Distance Education: A look at Universities

That Offer Distance Education Through A Self Directed Format

Higher Education was once only accessible to the wealthier populations and/or

people who lived in larger cities where most college and universities are located. The

ability to stay at home and study for a degree has opened up higher education to a

wider group of people, globally. But has having the opportunity to study from home at

the learner’s convenience affected the transformational aspect of continued adult

learning? Research shows that meaningful learning includes transformational learning

(Akyol & Garrison’s 2011; Ryman, Burrell, Hardham, Richardson & Ross, 2009; Yang,

Yeh & Wong, 2010). Meaningful and transformative learning has become a valuable

and standard aspect of higher education but is there a results difference between

cohort-based learning and self-directed learning? This paper reviewed literature to

identify relevant research on whether self-directed learners can challenge their own

assumptions and biases independently, based on course material to achieve

transformational learning.

Research Question

Articles were reviewed to define transformational learning, as well to determine

whether cohort-based and self-directed learning resulting in transformative learning

have been studied. Distance education is a continually evolving platform for higher

education. It is important to address whether transformative learning potential is lost in

this evolution. The goal was to establish whether self-directed online learners

experienced similar transformational results as cohort-based learners in parallel

courses. This literature review aimed to address the single question: Do self-directed

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based distance education learners feel like their learning experiences have provided

personal, social and/or spiritual transformative results?

Title Search

Research by Mezirow (1997, 2003), Dirkx (2001) and Cranton (2011) were

searched and reviewed to aid initial explanations of transformational learning. Following

this, multiple academic databases were again sourced including: ERIC (Educational

Resources Information Center), Education Research Complete, Scholars Portal, Gale

Cengage, ProQuest and EBSCOhost. Numerous articles were located, associated with

online and transformative learning, however, once the addition of the search date of

2009 or newer was included, relatively few articles remained. Various search terms

used within these databases to locate relevant literature on the topic included:

transformational learning, transformational teaching, self-directed, online courses,

andragogy, cohort-based learning, distance education, higher education, personal

transformation. These terms were searched individually as well in combination with

each other to maximize results. In total, this literature review documented 12 articles

located within the academic databases, including the works of Cranton (2011), Dirk

(2001) and Mezirow (1997, 2003).

Literature Findings

To build a foundational understanding on transformational learning, this author

reviewed articles written by Mezirow (1997, 2003), Dirkx (2001) and Cranton (2011) to

not only provide a definition of transformational learning but to identify criteria needed to

achieve a self-actualized transformation. Following this, literature reviewed consisted of

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transformative learning within online courses and finally, the narrowed focus of self-

directed distance education.

Transformational Learning Theory

Jack Mezirow developed the transformational Learning concept in 1978 (Lyons,

Halton & Freidus, 2012). Since then, theorists have identified many interpretations and

views on how transformative learning occurs. Mezirow (1997, 2003) believed that

personal transformation preceded social change, therefore, focused on individualized

transformations within his research. Cranton (2011) found through “Connected

Knowing” that transformational learning is an individual process; however, some

transformational opportunities were found in the development of relationships (Carter,

2000 as cited in Cranton, 2011). Other theorists added to this, having indicated that

transformational learning has been identified to having occurred within personal, social

and spiritual contexts (Cranton, 2011, Dirkx, 2001).

No matter the manner of learning, transformational learning occurs when people

acquire new information that challenge their frames of reference through critical

reflection and make impactful changes in their interpretations, beliefs and actions

(Hoskins & Crick, 2010, Mezirow, 1997, 2003). Emotions play a vital role in meaningful

learning (Dirkx, 2001). Hosking & Crick’s (2010) and Lyons et al. (2012) research

reflected that transformative experiences occur when the acquisition of new knowledge

causes a dramatic and fundamental cognitive shift leading to changes in a person’s life

and worldviews, however, neither paper discussed this in specific terms of group or self-

directed learning, leaving an opening for further research.

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While transformational learning can be a very individualized process, theorists

also identified transformative learning as an interactive process where educators

facilitate learner’s ability to become aware and critical of their own and others’

assumptions (Mezirow, 1997). Learners need to be assisted to participate effectively in

discourse and discourse is necessary to validate what and how one understands, or to

arrive at a best judgment regarding a belief. In this sense, learning is a social process,

and discourse becomes central to making meaning (Mezirow, 1997). In fostering self-

direction, Mezirow (1997) indicated the emphasis is on creating an environment in

which learners become increasingly adept at learning from each other and at helping

each other learn in problem-solving groups.

Taylor (2000) had identified and summarized eight transformative learning

themes of transformational learning theorists:

“(1) Transformative learning in uniquely adult; (2) Transformative learning appears to be linear, but not necessarily step-wise process; (3) The nature of a frame of reference and how it transforms is unclear; (4) A disorienting dilemma usually initiates transformative learning; (5) Critical reflection is significant to transformative learning; (6) Discourse is equally dependant on relational ways of knowing; (7) Context plays an important role in shaping transformative learning, but the influence of culture has not been well investigated; (8) Some characteristics of a learning environment that fosters transformative learning have been identified” (as cited in Cranton, 2011, pp.331-332).

These learning themes illustrate the areas where limited research has been applied.

While critical reflection remains a key foundational aspect within transformational

learning (Lyons et al, 2012), all contexts and learning environments have yet to be fully

analyzed, leaving room for further investigation and research.

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Transformative Learning In Cohort Based Distance Education

Meaningful learning can be profoundly and personally transformative when it

occurs within online learning communities where people share individual perspectives,

challenge other’s views and provide constructive feedback to enhance personal

reflection and knowledge (Akyol & Garrison’s 2011; Ryman, Burrell, Hardham,

Richardson & Ross, 2009; Yang, Yeh & Wong, 2010). Ryman et al. (2009) identified

three environmental factors needed in an online learning community to facilitate

transformative learning. These were identified as: social presence, authentic learning

and interdependency. They concluded their research with the result that learning

communities provide a strong foundation for transformative learning and are essential to

enable learners to engage in creative conflict that results in critically evaluating their

thoughts and perspectives and adapt their views and actions accordingly.

Another article located on distance education utilized a service-learning

pedagogy in an American University (Guthrie & McCracken, 2010). This article focused

on teaching learners about responsible citizenship and correlated studies with providing

active and continued social interaction and change. At the time of the study there were

a number of challenges with Internet access and reliability, as well as online course

development, delivery and management. While this study provided promising results in

offering online transformative learning opportunities, specifically within social action, the

challenges faced would not appear to be as relevant if the research was conducted

today. With the improvements and evolution of the online learning communities in the

last five years the results may be more conclusive.

Lyons et al. (2012) researched the transformational potential for learners and

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educators through reflective inquiry. Their findings reflected, “ that the data clearly

documents how online teaching can be compatible with social constructivist

perspectives” (p.172). This article again, while speaking to transformative learning and

distance education, it’s findings address this process within a cohort setting.

Self-Directed Based Distance Education

Mezirow (1997) articulated that within transformational learning, learning occurs

along a self-directed path. As the learner matures and reflects on life experiences in

relation to his or her self-perception, beliefs, and lifestyle, the learner’s perspective is

adjusted and transformative learning can occur. With that being said, can a self-

directed learner be given a course outline, a timeline and the needed materials and

utilize these resources to gain transformational learning experiences? If so, is it limited

to personal transformations? Can changes within an individual learner transform into a

social context after the initial learning opportunity?

Russell, Kleiman, Carey & Douglas (2009) compared self-paced and cohort-

based online courses for teachers. One of the preliminary results determined that as

long as a course was well designed, there was no difference in academic or learning

results, whether learners were completely self-directed or were highly interactive with

instructors or other learners. Although this study addressed student-learning results, it

did not specifically exclude nor identify transformative learning as one of these results.

Limitations and Gaps in Current Literature

The literature reviewed included that much of the research and articles searched

specifically on self-directed and transformational learning predated my refined 2009-

present search parameters. Much of the current research located and reviewed specific

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to transformative learning in cohort-based learning did not necessarily exclude the fact

that self-directed learning could not produce similar results, it simply focused on a more

social constructivist approach to online learning. To provide a current perspective, new

data needs to be collected and reviewed to address evolving technological and

educational instructional techniques as well as to determine if learners could obtain the

transformational experiences in self-directed learning formats as cohort-based learning

environments.

In addition, this research failed to address the motivation of learners utilizing

distance education. Although, Dirkx (2001) did articulate that emotions are integral to

meaningful learning, this aspect has not been specifically researched and linked with

learner’s motivations to engage in online learning. If learner’s motivations did not

present as fully engaged in the learning process, then how would this affect

transformational learning potential, regardless of group or self-directed learning? Does

the course subject play a part in learner’s motivation to interact, thus possibly resulting

in a lack of transformative opportunities? While research has most liking reviewed

learner’s motivations within an online learning environment, this author failed to locate

such research pertaining specifically to transformative learning.

Conclusion

While the research indicated that transformative learning tends to hold a social

aspect in order for others to aid in challenging personal assumptions, views and biases

(Akyol & Garrison’s 2011; Cranton, 2011; Ryman et al., 2009; Yang et al., 2010), it

failed to address the possibility of an individual to complete this process independently

although transformational learning theory indicates that it can be a very individual

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process (Mezirow, 1997, 2003; Dirkx, 2001). While the role of others is to aid in

challenging the learner, could the learner obtain this reflective process through the

reading independently?

One could conclude through current research, that transformative learning is an

ongoing valuable part of adult learning and that great strides have been established in

cohort-based distance education to develop learning communities to foster this process

(Akyol & Garrison’s 2011; Ryman et al., 2009; Yang et al., 2010). Hoskins & Crick’s

(2010) focus on the acquisition of new knowledge in transformative learning, rather than

how learner’s assumptions and views are challenged has left an opening for further

research into self-directed distance education. Since critical reflection is an essential

part of transformative learning (Mezirow, 1997), determining how that reflection comes

about is a question resulting from this review. Much research revolves around the

social aspect needed to identify and challenge one’s assumptions and biases but does

not alienate the idea that it is impossible to occur within an individual, specifically within

higher educational online programs. The studies conducted focused on learning

communities as a resource for aiding the transformational process in online studies.

While some universities utilize a self-directed platform for their higher education

courses, the question still exists whether those learners can obtain the valuable

transformative learning experiences that cohort-based courses offer.

As there are many avenues for learning along the path of an adult’s continued

learning process, distance education provides a significant resource to gain formal and

transformative learning opportunities. In understanding how adult education, more

specifically lifelong learning, plays an integral part in developing the whole person to

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their fullest potential and allowing every person to participate in and develop a more

cohesive society (Hoskins & Crick, 2010), distance education is an essential avenue

that must be evaluated and fostered regularly to aid in this process.

Summary

This literature review illustrated the current research on transformational learning

and how cohort-based distance education sets up the learning environment to support

transformational learning. However, a gap in research occurred when looking at self-

directed distance education. Self-directed distance education does not offer

opportunities for learners to discuss and challenge assumptions with a facilitator or

other learners nor have interactive assignments to exchange thoughts or ideas with

others. Does this automatically indicate that learners who opt for a self-directed format

lose the opportunity for transformational learning? If so, why do certain universities opt

to offer this format of learning? Having completed this literature review, this author has

illustrated that there is a need to further research the self-directed format to distance

education, to concretely identify when learners can achieve transformative results

similar to parallel cohort-based courses.

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References

Akyol, Z., & Garrison, D. R. (2011). Understanding cognitive presence in an online and

blended community of inquiry: Assessing outcomes and processes for deep

approaches to learning. British Journal of Educational Technology, 42(2), 233-

250. doi:10.1111/j.1467-8535.2009.01029.x

Cranton, P., (2011). A Theory in Progress. In S. B. Merriam, & A. P. Grace (Eds.), The

Jossey-Bass Reader on Contemporary Issues in Adult Education (pp. 321-339).

San Francisco, CA: Jossey-Bass.

Dirkx, J. M. (2001). The power of feelings: Emotion, imagination, and the construction of

meaning in adult learning. New Directions for Adult and Continuing

Education, 2001(89), 63-72. doi:10.1002/ace.9

Guthrie, K. L., & McCracken, H. (2010). Making a difference online: Facilitating service-

learning through distance education. The Internet and Higher Education, 13(3),

153-157. doi:10.1016/j.iheduc.2010.02.006

Hoskins, B., & Crick, R. D. (2010). Competences for learning to learn and active

citizenship: Different currencies or two sides of the same coin? European Journal

of Education, 45(1), 121-137. doi:10.1111/j.1465-3435.2009.01419.x

Lyons, N., Halton, C., & Freidus, H. (2013). Reflective inquiry as transformative self-

study for professional education and learning. Studying Teacher Education, 9(2),

163-174. doi:10.1080/17425964.2013.808057

Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.),

Transformative learning in action: Insights from practice. New directions for adult

and continuing education, 74, pp. 5–12. San Francisco: Jossey-Bass.

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Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative

Education, 1, 58–63. doi: 10.1177/1541344603252172

Rusch, E., & Brunner, C. (2013). Transforming leadership identity in a virtual

environment: Learning about the leading self. Journal of Transformative

Education, 11(1), 45-69. doi:10.1177/1541344613489351

Russell, M., Kleiman, G., Carey, R. & Douglas, J. (2009). Comparing self-pace and

cohort-based online courses for teachers. Journal of Research on Technology in

Education 41(4): 361–384. Retrieved from

http://web.b.ebscohost.com.proxy.library.brocku.ca/ehost/detail/detail?

sid=56f8471f-0463-4913-a0b4-012eafc760eb

%40sessionmgr112&vid=0&hid=118&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29

wZT1zaXRl#db=ehh&AN=43642744

Ryman, S., Burrell, L., Hardham, G., Richardson, B., Ross, J. (2010). Creating and

sustaining online learning communities: designing for transformative learning.

International Journal of Pedagogies & Learning, 5(3), 32-45. doi:

10.5172/ijpl.5.3.32

Yang, Y-F., Yeh, H-C ., & Wong, W-K. (2010). The influence of social interaction on

meaning construction in a virtual community. British Journal of Educational

Technology, 41(2), 287-306.

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Assignment 2: Literature Review Evaluation Rubric 50% (Due Session 9)

1-4 5-8 9-12 13-16 M

ARKContent

Thoughts and Ideas

Problem/issue difficult to identify

Research question broad and unclear

Minimal or vague detail

Little demonstration of understanding of the findings

Partially developed problem/issue

Research question broad, not focused specifically on problem

Findings discussed simply and concretely without depth

Some irrelevance or confusion

Well developed problem/issue considering one or more perspectives of the issue

Research question clear, focused on problem, but needs refinement

Solid discussion and understanding of findings

Fairly strong supporting arguments

Well developed problem/issue integrating multiple perspectives

Research question clear, focused, and narrowly defined

Sophisticated analysis, critique, and synthesis of findings

Strong supporting arguments

The Process Limited understanding of literature review process

Demonstrates a good understanding of the literature review process

Demonstrates good application of the of literature review process in sourcing recent, relevant resources

Demonstrates solid application of literature review process using a variety of data bases to source recent, relevant, peer-reviewed resources

Academic Rigor

Limited use of references and resources

Minimal or no support for ideas

Some unsubstantiated opinions

Few references and resources

Convincing support with details

Uses multiple references and resources effectively

Frequent use of references and resources to support assertions

Synthesizes and evaluates multiple resources effectively to present main argument

Style

1 2 3 4

Assignment Requirements

Addresses few of the assignment requirements

Addresses some of the assignment requirements

Addresses many of the assignment requirements

Addresses all of the assignment requirements

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1 2 3 4

Clarity & Organization of Paper

Random or scattered ideas lacking focus

Difficult to follow

No apparent deliberate organization

Minimal simple organization

Some orderly progression of ideas and a general focus

Some sections confusing or unrelated to main idea

Clear, logical pattern of development in organization

General focus and coherence

Logical sequence of ideas

Transitions between ideas consistently smooth and effective

Elegant, subtle, seamless pattern of organization

Structure may be innovative

Ideas flow naturally and smoothly, reinforce and support content

0 1-2 3-4 5-6

Writing Conventions and use of APA

Significant grammar, sentence structure, spelling, or punctuation errors

Inconsistent use of APA format

Frequent but minor sentence structure, spelling, or punctuation errors

Most citations are cited in APA format

APA style is missing in key areas

Missing citations: Fails to attribute idea or concept.

Minimal grammar, sentence structure, spelling, or punctuation errors

All citations are accurately cited in APA format

APA style is generally used correctly with minimal exclusions

Reference page adheres to APA format

No grammar, sentence structure, spelling, or punctuation errors

APA style is used correctly throughout the paper including citations, title and reference pages, page numeration, line and paragraph spacing, page justification, font, levels of headings and subheadings and running head

All citations from relevant literature are accurately cited in APA format

Additional Comments

/62

Final Assignment #2 Grade 0 0

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Documents

1-4transformationallearninganddistanceed.weebly.com/uploads/... · Web viewTo build a foundational understanding on transformational learning, this author reviewed articles written