Pleasure or pain or both? Exploring working holiday experiences through the lens of transformative learning theory

The purpose of this article is to explore the potential for fostering transformative learning in an online environment. It provides an overview of transformative learning theory, including the variety of perspectives on the theory that have evolved as the theory matured. Strategies and practices for fostering transformative learning are presented, followed by a description of the online environment and how strategies for encouraging transformative learning might be carried into that environment. Students’ voices are brought in to corroborate and to question the importance of these strategies. The article concludes with a discussion of how an educator’s style and strengths can be brought into online teaching, especially with a view to helping learners examine their meaning perspectives.

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Exploring Transformative Learning at the Cultural Interface: Insights From Successful Aboriginal University Students

The Australian Journal of Indigenous Education ◽

10.1017/jie.2018.11 ◽

2018 ◽

Vol 49 (1) ◽

pp. 2-13

Author(s):

Braden Hill ◽

Grantley Winmar ◽

Jenna Woods

Keyword(s):

Transformative Learning ◽

Learning Theory ◽

Transformative Learning Theory ◽

Adult And Continuing Education ◽

Emotional Challenges ◽

Education Theory ◽

Cultural Interface ◽

Transformative Impact ◽

Adult And Continuing ◽

Western Australian

Transformative learning theory articulates a process whereby students experience a change in perspectives that expands and transforms their worldview. Despite being well established and regarded within the literature relating to adult and continuing education, Mezirow's (1978) seminal education theory remains largely absent in the research relating to Indigenous higher education. This study explores the transformative impact of university learning on the student journeys of three Aboriginal graduates from a Western Australian university. Applying a collaborative auto-ethnographic approach, each author-participant's personal narrative of their student experience was exposed to comparative, thematic and critical analysis. It was found that each author had faced similar cognitive and emotional challenges at university. Significantly, it emerged that university had changed the author-participants’ identities in ways that aligned with Mezirow's transformative learning construct. The narrative data also revealed elements that appeared related to the students’ negotiation of Nakata's cultural interface. A dominant theme in the data referred to the relationships formed during university, as being integral to transformation. Furthermore, family was understood to have a paradoxical influence on their educational journey. The insights garnered from this study prompt further consideration as to how transformative learning theory might be mobilised at the cultural interface.

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Risky Media

Social Media in Higher Education ◽

10.4018/978-1-4666-2970-7.ch014 ◽

2013 ◽

pp. 286-304

Author(s):

Matthew J. Kruger-Ross ◽

Tricia M. Farwell

Keyword(s):

Transformative Learning ◽

Learning Theory ◽

Transformative Learning Theory ◽

Technology In Education ◽

Technology In The Classroom ◽

Assessment Technology

This chapter seeks to critically examine and question common assumptions underpinning educators’ use and incorporation of technology in the classroom. Drawing upon transformative learning theory, the authors argue that incorporating technology in education cannot and should not be done without first questioning assumptions regarding power, teaching, and assessment. Technology is transforming education in expected ways, but can also transform education in unexpected, unexplored ways. Educators need to move beyond the quick fix of bulleted lists to explore the implications of technology in the classroom more fully.

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Learning Outcomes in Online Graduate Education Courses

Transformative Learning and Online Education ◽

10.4018/978-1-61520-985-9.ch006 ◽

2010 ◽

pp. 89-96

Author(s):

Greg Kearsley

Keyword(s):

Transformative Learning ◽

Learning Theory ◽

Critical Analysis ◽

Online Courses ◽

Discussion Forum ◽

Transformative Learning Theory ◽

Online Classes ◽

Graduate Courses ◽

High Degree ◽

Education Courses

This chapter examines the relevance of transformative learning theory as it applies to online graduate courses. It is argued that the nature of learning that occurs in such courses involves a high degree of reflection and critical analysis and hence is well described by transformative theory. Discussion forum postings from 3 different courses at different institutions are analyzed in terms of the meaning structures defined by Mezirow. The results support the assertion that meaning schema and perspectives are being created and changed as a consequence of interaction with peers and instructors during online classes. A number of suggestions for refining the study of transformative learning in online courses are provided.

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Transformative teaching in Higher Education for Sustainable Development: facing the challenges

GAIA - Ecological Perspectives for Science and Society ◽

10.14512/gaia.28.3.18 ◽

2019 ◽

Vol 28 (3) ◽

pp. 324-326 ◽

Cited By ~ 2

Author(s):

Ruth Förster ◽

Anne B. Zimmermann ◽

Clemens Mader

Keyword(s):

Higher Education ◽

Sustainable Development ◽

Transformative Learning ◽

Learning Theory ◽

Tertiary Education ◽

Schematic Model ◽

Transformative Learning Theory ◽

Transformative Teaching ◽

Major Teaching ◽

Teaching In Higher Education

Are teachers ready to support sustainability transformations in tertiary education? We frame major teaching challenges within transformative learning theory and offer a schematic model of transformative learning including liminality and emotions.

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Maximizing Cross-Cultural Learning From Exchange Study Abroad Programs: Transformative Learning Theory

Journal of Studies in International Education ◽

10.1177/1028315320906163 ◽

2020 ◽

Vol 24 (5) ◽

pp. 535-554

Author(s):

Agnieszka Chwialkowska

Keyword(s):

Study Abroad ◽

Transformative Learning ◽

Learning Theory ◽

Cross Cultural ◽

Cultural Learning ◽

Transformative Learning Theory ◽

Study Abroad Programs ◽

Exchange Programs ◽

Exchange Study ◽

Travel Abroad

While some institutions require their students to spend a semester abroad as a prerequisite to earning a business degree, academics challenge the view that travel abroad helps students become culturally competent. Many students admit that they failed to immerse themselves in a cross-cultural environment. Therefore, the purpose of this study is to identify the components of exchange study abroad programs (ESP) that facilitate student cross-cultural learning (CCL). Building on transformative learning theory (TLT), we propose and test a conceptual model of relationships between different components of exchange programs and student CCL. The data collected from more than 700 students participating in a semester and two-semester-long programs are analyzed through logistic regression. This research contributes to the literature on the effectiveness of ESP by identifying the key components that maximize positive outcomes for students. By building on TLT, it reveals the importance of getting out of one’s comfort zone and providing students with support during the ESP. This study bears practical implications as it provides academic institutions and students with important insights that help maximize student CCL.

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