In
chapter 9, Palloff and Pratt (2007) discuss transformative learning in the
online classroom. This theory is deep
learning that goes beyond content area knowledge or memorizing facts. According
to Palloff and Pratt (2007), transformative learning emerged because of the
work by Jack Mezirow. It is “learning
that is based on reflection and on interpretation of the experiences, ideas,
and assumptions gained through prior learning” (Palloff & Pratt, 2007,
p.185). Both the online classroom
environment and transformative learning reflect constructivism because of the
way students use experiences, ideas, and assumptions to form meaning.
Henderson
(2012) enthusiastically opens her article with a description of what it is like
to witness transformative learning in her students; learning that produces a
significant impact, or paradigm shift, which affects following
experiences. “I can see that the change
in their ways of thinking opens their mind to new possibilities about their
lives and their worlds” (Henderson, 2012, p. 1). Henderson (2012) and Palloff and Pratt
(2007), together, identify the core steps of the transformative learning
process related to online learning as (1) a triggering or disorienting dilemma,
(2) personal critical reflection, (3) discourse with others, and (4)
action.
Taking
an online course for the first time immediately creates a disorienting dilemma
for the learner. The new medium and the
ways he/she must interact with peers and the instructor is setting the scene
for personal and intellectual growth (Palloff & Pratt, 2007). Opportunities for triggering events can
happen through introductory activities, online team projects, video
conferencing, and watching videos followed by questions and discussion. Any activity that exposes the learner to new
ways of thinking and produces change can lead to transformative learning
(Henderson, 2012).
Critical reflection is an important step in the
transformative learning process. It aids
the learner in questioning the validity of his/her worldview (Palloff &
Pratt, 2007). Henderson (2012) argues
that many Web 2.0 tools offer ways for the learner to reflect on course content
and the impact it may have in his/her own life.
Discussion boards and personal blogs/journals allow opportunities for
reflection and synthesis of thought.
Since most online discussions happen asynchronously, the learner has
more time to reflect critically before responding (Henderson, 2012).
Discourse with others is another significant part of
transformative learning. The learner may
feel more comfortable presenting his/her opinions online since he/she cannot be
interrupted by others. Henderson (2012)
state that discussion threads and synchronous chat rooms may help the learner
to probe deeper about why he/she thinks a certain way and how he/she might be
changing his/her assumptions. Some
faculty members are taking advantage of social networking sites like Facebook
and Twitter. These tools allow the
learner to communicate with others in different geographic locations, 24/7 (Henderson,
2012).
Henderson (2012) states that the action of a transformed
assumption is needed in order to complete the process of transformative
learning. This action may be writing a
paper, joining a new professional organization or working toward new goals. It is a fundamental change that changes the
way the learner sees himself or herself and the world in which he or she
lives. This change is recognized by the
learner and by others around him/her.
References
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the
virtual classroom. San Francisco: Jossey-Bass Inc Pub. 
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