Transformative learning, epistemology and technology in adult education
Author(s)
Wang, V
Torrisi-Steele, G
Reinsfield, E
Griffith University Author(s)
Year published
2020
Metadata
Show full item recordAbstract
Adult learners can have well-established ‘ways of knowing’, so a process of transformation represents learning that challenges them to discover new ways of thinking. Transformative learning is thus a frame for the practice of adult educators. The affordances of technologies can be exploited to facilitate transformative learning in adult learning contexts. However, this response is not consistently applied. In the present article, the authors highlight that technology is a tool within teaching strategy, and that it can be used to facilitate transformative learning albeit in a slightly different manner depending upon the ...
View more >Adult learners can have well-established ‘ways of knowing’, so a process of transformation represents learning that challenges them to discover new ways of thinking. Transformative learning is thus a frame for the practice of adult educators. The affordances of technologies can be exploited to facilitate transformative learning in adult learning contexts. However, this response is not consistently applied. In the present article, the authors highlight that technology is a tool within teaching strategy, and that it can be used to facilitate transformative learning albeit in a slightly different manner depending upon the epistemological stance of the educator. Adult and vocational teaching practice is positioned within four epistemological stances: post-positivist, constructivist, advocacy/participatory and pragmatism. Discussion focuses on the opportunities for transformative learning, made possible by digital technologies, within each of these epistemological stances.
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View more >Adult learners can have well-established ‘ways of knowing’, so a process of transformation represents learning that challenges them to discover new ways of thinking. Transformative learning is thus a frame for the practice of adult educators. The affordances of technologies can be exploited to facilitate transformative learning in adult learning contexts. However, this response is not consistently applied. In the present article, the authors highlight that technology is a tool within teaching strategy, and that it can be used to facilitate transformative learning albeit in a slightly different manner depending upon the epistemological stance of the educator. Adult and vocational teaching practice is positioned within four epistemological stances: post-positivist, constructivist, advocacy/participatory and pragmatism. Discussion focuses on the opportunities for transformative learning, made possible by digital technologies, within each of these epistemological stances.
View less >
Journal Title
Journal of Adult and Continuing Education
Note
This publication has been entered in Griffith Research Online as an advanced online version.
Subject
Education systems