The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning. During this…

This year's E-Learn conference has numerous exciting presentations and keynotes. Many speakers will be discussing how education is changing in the forthcoming years. Among them are Dale Stephens who works with the social movement "Uncollege" that empower students to create their own education, Saul Carliner who talks about Massive Online…

Although many private Christian liberal arts programs exist today that seek to foster servant-leader (SL) development within their students, there is a void of both literature and data that details how servant-leadership development occurs and what contexts may be appropriate or necessary for this development. The purpose of this study was to…

Two perspectives are used to reflect on the learning design of a postgraduate online course--that of the designer/facilitator and that of the learner. While the course focus is on online pedagogical approaches, the main aim is to connect learners with each other and with the facilitator so that together they may investigate, trial, challenge and…

"Art and Social Justice Education" offers inspiration and tools for educators to craft critical, meaningful, and transformative arts education curriculum and arts integration projects. The images, descriptive texts, essays, and resources are grounded within a clear social justice framework and linked to ideas about culture as commons. Essays and a…

An educator's self-directed critical reflection on experiences led to the following discoveries about faculty development: articulation of assumptions about educational processes, explication of knowledge claims about development, and identification and examination of faculty development conventions. (SK)

Review of 39 studies on perspective transformation reveals the need to recognize the significant influence of context, a lesser role for critical reflection, and a greater role for other ways of learning. A more encompassing view of transformative learning includes affective learning, nonconscious learning, relationships, and collective…

An integrative approach views professional development for adult educators as learner centered and transformative; it should address motivation and technology. A new vision of professional development reconceptualizes the process to include understanding of contexts, active learning, reflection, and dialogue. (SK)

The author discusses the historical development of Mezirow's theory of perspective transformation (seen as adult learning that leads to social action). Problems with this concept are discussed and the author concludes that perspective transformation, while an important concept, is not a complete theory of adult learning and education. (CH)

Mezirow restates the major ideas of his transformation theory and addresses criticisms in terms of adult development, ideology, and Freire's concept of conscientization. Tennant and Newman's reactions are followed by Mezirow's response. (SK)

Women acquire knowledge and identity in different ways. The history of women's educational inequities, current state of women's literacy, and methods of literacy programs justify gender-specific programing based on adult learning theories that are focused on construction of experience and perspective transformation. (SK)

Summarizes four theoretical perspectives on transformative learning as consciousness raising, critical reflection, development, and individuation. (SK)

Transformative adult development involves a qualitative change in world view with resulting tension and struggles of the production of new consciousness. Change occurs through a dialectic process of reconstructing meaning in new ways. (SK)

Advanced practice nurses are situated between general knowledge (knowing why, what, and how) and particular knowledge (knowing who--personal knowledge of patients). Integration of the two assists in knowing when a particular action would be most helpful. This practical wisdom is the hallmark of advanced practice. (Contains 45 references.) (SK)

Explores how evaluation leads to transformative learning in organizations and addresses the increased use of evaluation processes and findings and evaluators' roles and practices. Also describes the theories underlying constructivist and transformative learning. (SLD)