One of the early papers I read on transformative learning was by Ed Taylor (1998) which was a review of the research into transformative learning that had been undertaken up to that point. I have just finished reading an update Taylor (2007) undertook whereby he looks at how research using or into transformative learning has progressed since that previous review.
Interestingly, my first thoughts were thank goodness at least this is something in L&T that is research-based! but although Taylor makes the point that transformative learning is the most research and discussed theory in the field of adult learning, he also points out there are many aspects that would benefit from more research. Of particular interest to me (and the research projects I am currently involved in) is the fact that there has been an almost exclusive focus on the formal educational setting with little research being in less formal contexts. This is particular relevant to my thinking re the community-based cardiac rehabilitation project I am about to commence in the new year.
Taylor also mentioned the lack of research into the long-term benefits/effects of transformative learning which very much relates to the second chance adult education project we hope to kick off next year as well. In regards to transformative learning, both of these projects we will be embarking upon take very much the community perspective rather than an individual perspective (although recognising that the community is made up on individuals). When I stop and think about it, while I have read a couple of papers that don’t necessarily focus on the individual, I have to admit, I don’t recall reading too many that have looked at transformative learning in quite the way we will be. This could be a good thing or not so good and could simply reflect the lack of thorough reading up I have done to date.
In regards to preparing to teach my first year students next year, this paper was useful in reinforcing my thoughts that I can introduce a number of the strategies used to foster transformative learning in my courses, but that I have to be very careful because of a number of factors: the maturity of the students involved; the huge variation in experience in the student cohort; the online nature of the teaching; the readiness of students to want to engage in a transformative process; the morality associated with asking them to do so; the numbers involved (in one of the courses). All of these factors mean that I risk pushing some students beyond their comfort zones that is detrimental to their learning because I find it difficult to know students individually given the numbers and the nature of the online learning environment. I feel pretty confident in my ability to manage the emotional responses of students in most situations in the face-to-face environment, and to a lesser degree over the phone. I have also experienced a number of situations online where I have diffused emotionally charged situations and I have reflected at length on the emotionally responses of students to online learning, and even encouraged it. I have to admit, however, that I am more apprehensive of managing these emotional episodes in an online environment – I suppose because I don’t have all the visual cues I would normally rely on and I can’t use all the communication strategies I would usually call upon (eg tone and volume of voice). Taylor points out that there has been little research into the emotional responses of students or in the role that emotion plays. Intuitively, I suspect quite a bit more than is revealed in the limited research that has been undertaken.
Hmmm, something else to think about.
References
Taylor, E 1998, ‘Transformative learning: a critical review’, ERIC Clearinghouse on Adult, Career, and Vocational Education, no. 374.
Taylor, E 2007, ‘An update of transformative learning theory: a critical review of the empirical research (1999 – 2005), International Journal of Lifelong Education, vol. 26, no. 2, pp. 173-191.
