Annotated Bibliography: Transformational Learning Theory
The purpose of this assignment is to provide an annotated bibliography on five scholarly publications related to Transformational Learning theory. The citations include books and articles and the purpose of the annotation is to inform the audience of the relevance, accuracy and quality of the sources.
1. Melrose, S., Park, C. & Perry, B. (2013). Teaching health professionals online: Frameworks and strategies: Chapter 5 Transformational Learning: Creating Attitudinal Shifts in Online Learners. Athabasca, AB, Canada: AU Press.
This chapter from Melrose, Park and Perry (2013) outlines how transformative experiences can cause learners to change their perspectives, and their attitudes. They …show more content…
Cox, E. (2015). Coaching and Adult Learning: Theory and Practice. New Directions For Adult & Continuing Education, 2015(148), 27-38. http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=ofm&AN=111336396&site=eds-live
In chapter three of this book, Cox addresses how andragogy and transformative learning inform facilitators to effectively coach adult learners. Cox identifies various definitions of coaching, and highlights that it is a learning activity that unlocks an individual’s potential. Cox goes onto outlines how the aforementioned theories relate to coaching and how coaching can be an effective tool for adult learners. For the purposes of this exercise, only the content related to transformational learning will be addressed.
Cox identifies transformational learning to encompass “far-reaching change in the learner” more so than other types of learning, as transformational learning involves experiences that shape and produce momentous impact, “or paradigm shifts that affect the learners’ subsequent experiences” (Clark, 1993, p.47 as cited by Cox, 2015, p. 32). The author goes onto provide some historical context of Merizow’s theory of Transformational Learning and relates it to the concept of coaching learners. However, Cox acknowledges that most learners are complacent in their ways thus are not ready for coaching until they experience some type of adversity. It is only then, that the learner becomes coachable and the opportunity for “transformation …show more content…
Abrahams points out the need to further explore this model in relationship to diverse populations and references three concepts that support transformative learning, namely Emerging Adult-Hood, Self-Authorship and Voice. She describes how all three contribute to supporting learners transform. She also examines the role of relationships through studying the interactions between multiple dyslexic students and a significant person in each of their lives. Through this, Abrahams is able to demonstrate the important role relationships play in transformative learning. Abraham’s also stresses the importance of critical reflection. She highlights that critical reflection is one of the core components of Transformational Learning theory as it asks one to “question their deeply held assumptions and beliefs” (p.5). The author’s views clearly favor Transformational Learning theory. Hence, although the arguments raised are convincing, the author neglects to provide any opposing views. Furthermore, the sample size of the author’s project was limited to Sarah and six other dyslexic students’, thus it is challenging to support generalization of her findings to the larger population. Thus, this source is deemed to be informative and relevant, however, lacking in quality due to the aforementioned
The purpose of this assignment is to provide an annotated bibliography on five scholarly publications related to Transformational Learning theory. The citations include books and articles and the purpose of the annotation is to inform the audience of the relevance, accuracy and quality of the sources.
1. Melrose, S., Park, C. & Perry, B. (2013). Teaching health professionals online: Frameworks and strategies: Chapter 5 Transformational Learning: Creating Attitudinal Shifts in Online Learners. Athabasca, AB, Canada: AU Press.
This chapter from Melrose, Park and Perry (2013) outlines how transformative experiences can cause learners to change their perspectives, and their attitudes. They …show more content…
Cox, E. (2015). Coaching and Adult Learning: Theory and Practice. New Directions For Adult & Continuing Education, 2015(148), 27-38. http://0-search.ebscohost.com.aupac.lib.athabascau.ca/login.aspx?direct=true&db=ofm&AN=111336396&site=eds-live
In chapter three of this book, Cox addresses how andragogy and transformative learning inform facilitators to effectively coach adult learners. Cox identifies various definitions of coaching, and highlights that it is a learning activity that unlocks an individual’s potential. Cox goes onto outlines how the aforementioned theories relate to coaching and how coaching can be an effective tool for adult learners. For the purposes of this exercise, only the content related to transformational learning will be addressed.
Cox identifies transformational learning to encompass “far-reaching change in the learner” more so than other types of learning, as transformational learning involves experiences that shape and produce momentous impact, “or paradigm shifts that affect the learners’ subsequent experiences” (Clark, 1993, p.47 as cited by Cox, 2015, p. 32). The author goes onto provide some historical context of Merizow’s theory of Transformational Learning and relates it to the concept of coaching learners. However, Cox acknowledges that most learners are complacent in their ways thus are not ready for coaching until they experience some type of adversity. It is only then, that the learner becomes coachable and the opportunity for “transformation …show more content…
Abrahams points out the need to further explore this model in relationship to diverse populations and references three concepts that support transformative learning, namely Emerging Adult-Hood, Self-Authorship and Voice. She describes how all three contribute to supporting learners transform. She also examines the role of relationships through studying the interactions between multiple dyslexic students and a significant person in each of their lives. Through this, Abrahams is able to demonstrate the important role relationships play in transformative learning. Abraham’s also stresses the importance of critical reflection. She highlights that critical reflection is one of the core components of Transformational Learning theory as it asks one to “question their deeply held assumptions and beliefs” (p.5). The author’s views clearly favor Transformational Learning theory. Hence, although the arguments raised are convincing, the author neglects to provide any opposing views. Furthermore, the sample size of the author’s project was limited to Sarah and six other dyslexic students’, thus it is challenging to support generalization of her findings to the larger population. Thus, this source is deemed to be informative and relevant, however, lacking in quality due to the aforementioned