The+-+Transformational+Learning

Transformational Learning
According to the theory of transformational learning, learning always is related to feelings, beliefs, and behavior derived from prior knowledge, experience, and learning, with the intent to help “ the individual become a more autonomous thinker by learning to negotiate his or her own values, meanings, and purpose rather than uncritically acting on those of others ” ( Baran, Correia, & Thompson, 2011, p. 425 ). Not all learning is transformational. Transformational learning comprises psychologically deep and long-term adjustments to identity as a consequence of a world-view change ( Stevens-Long, Schapiro, & McClintock, 2012 ). In transformational learning it is the function of the instructor to facilitate students’ questioning and critical reflection of the assumptions they and others have ( Abela, 2009; Clapper, 2010 ). By having students focus on the process of how and where they derive their beliefs, opinions, meanings, emotional reactions, and attitudes, which constitutes their current frame of reference; they are enabled to validate, construct, or reformulate these frames utilizing new learning resulting in a transformation of perspective ( Baran et al., 2011; Blaschke, 2012; Hodge, Wright, Barraket, Scott, Melville, & Richardson, 2011; Reushle & Mitchell, 2009; Strang, 2009 ). Transformational learning occurs as various conditions occur within and between individuals through rational discourse. A transformative outcome usually has a precipitating situation that does not mesh with an individual’s preconceived frame of reference ( Reushle & Mitchell, 2009 ), often called cognitive dissonance ( Abela, 2009; Blaschke, 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). An individual in cognitive dissonance is encouraged to examine the discomfiting situation, focusing and examining his or her feelings, underlying beliefs, and assumptions, while identifying and exploring other plausible assumptions or explanations regarding the situation through dialogue ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 11.7px;">Baran et al., 2011; Newman, 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and collaboration with others in a safe environment ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 11.7px;">Clapper, 2010; Reushle & Mitchell, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Following this critical reflection of the unsettling situation, the individual is encouraged to reframe his or her new understandings into a more mature and reflective frame of reference that eliminates distorted or invalid assumptions and empowers thought processes that are more open and free ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 11.7px;">Abela, 2009; Cercone, 2008; Clapper, 2010; Reushle & Mitchell, 2009; Stevens-Long et al., 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). For the individual, cognitive dissonance is transformed into cognitive resonance by interpreting the new experience through critical reflection and either reinforcing, modifying, or rejecting and replacing the current frame of reference ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 11.7px;">Clapper, 2010; Reushle & Mitchell, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Transformational learning stems from a cognitive rational view of education and learning whereby meaning structures are changed through critical reflection ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 11.7px;">Stevens-Long et al., 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and is constructivist regarding how people learn ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 11.7px;">Cercone, 2008; Clapper, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Transformational learning’s focus on individual autonomy and empowerment is a form of self-directed learning that is emancipative; freeing the critically reflective student from irrational or invalid assumptions, beliefs, feelings, or behaviors ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 11.7px;">Baran et al., 2011; Blaschke, 2012; Cercone, 2008; Hodge et al., 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Several strategies have been found to be especially useful in bringing about transformational learning. Abela (2009), while noting that there is need for more research, identified small group work for devising alternative assumptions, individual and group critical incident analysis, and critical reflection as valuable techniques.


 * Abela, J. (2009). Adult learning theories and medical education: A review. //Malta Medical Journal, 21//(1), 11-18. Retrieved from http://http://www.um.edu.mt/umms/mmj/PDF/234.pdf
 * Baran, E., Correia, A., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. //Distance Education, 32//(3), 421-439. doi:10.1080/01587919.2011.610293
 * Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. //International Review of Research in Open and Distance Learning, 13//(1), 56-71. Retrieved from www.irrodl.org/index.php/irrodl/article/download/1076/2113
 * Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. //Association for the Advancement of Computing in Education Journal (AACE), 16//(2), 137-159. Retrieved from http://www.editlib.org/j/AACEJ
 * Clapper, T. C. (2010). Beyond Knowles: What those conducting simulation need to know about adult learning theory. //Clinical Simulation in Nursing, 6//, e7-e14. doi:10.1016/j.ecns.2009.07.003
 * Hodge, P., Wright, S., Barraket, J., Scott, M., Melville, R., & Richardson, S. (2011). Revisiting 'how we learn' in academia: Practice-based learning exchanges in three Australian universities. //Studies in Higher Education, 36//(2), 167-183. doi:10.1080/03075070903501895
 * Newman, M. (2012). Calling transformative learning into question: Some mutinous thoughts. //Adult Education Quarterly, 62//(1), 36-55. doi:10.1177/0741713610392768
 * Reushle, S., & Mitchell, M. (2009). Sharing the journey of facilitator and learner: Online pedagogy in practice. //Journal of Learning Design, 3//(1), 11-20. Retrieved from ERIC database. (EJ903915)
 * Stevens-Long, J., Schapiro, S. A., & McClintock, C. (2012). Passionate scholars: Transformative learning in doctoral education. //Adult Education Quarterly, 62//(2), 180-198. doi:10.1177/0741713611402046
 * Strang, K. D. (2009). Measuring online learning approach and mentoring preferences of international doctorate students. //International Journal of Educational Research, 48//, 245-257. doi:10.1016/j.ijer.2009.11.002