Adults in e-learning environments have grown rapidly over last several years. Transformative learning in adult education has numerous elements to consider. Many considerations must be taken into account when designing, developing, and implementing e-learning. Transformative learning occurs in many environments, one of these environments is the online environment. Adult learners have unique experiences and diverse educational backgrounds. By understanding specific characteristics of the adult learners, one may better integrate elements of transformative learning into the learning process. This presentation will examine transformative learning in adult education. In addition, this presentation will discuss sites for transformative learning.

Mezirow (1991) identified that "Transformative learning involves an enhanced level of awareness of the context of one's beliefs and feelings." One site of transformative learning in adult learning is that of the online environment. Bierema and Merriam(2015) identified that transformative learning starts with the individual, but also includes other sites such as online, the workplace, and the community. Adults in e-learning environments have grown rapidly over last several years. Many considerations must be taken into account when designing, developing, and implementing e-learning. Adult learners have unique experiences and diverse educational backgrounds. Adult learners have unique learning characteristics that have been elaborated upon by many authors such Knowles (1980, 1984, 1998), Maehl (2000), and Merriam and Caffarella (1999). By understanding the specific characteristics of adult learners, one may be able to enhance their understanding of transformative learning and provide an environment beneficial for transformational learning.

Bierema and Merriam identified that the individual is the first “site” of transformative learning. Knowles (1980, 1984, 1998) suggest that learning is typically derived from real-world experiences, and these real-world experiences can relate to that learning situation and provide for a better grasp of the information. These assumptions can assist an individual in engaging in transformative learning through experiential and self-directed learning. He initially identified four underlining properties of adult learners. First, he identified the learner as self-directed and independent in the pursuit of information. Second, the real-life experience of the learner must be acknowledged and built upon. Third, the readiness to learn is driven from the learners’ occupational and social roles. Finally, the learner is driven by the possibility for immediate application of the knowledge or skill. Harbour, Daveline, Wells, Schurman, & Hahn (1990) identified that adult learners have six specific characteristics: 

• Adults need to associate new knowledge with their old knowledge.
• Adults bring a substantial amount of real world experience and education into the classroom.
• Adults like to learn from organized materials.
• Adults sometimes let mistakes affect their attitude or self-esteem.
• Adults are usually interested in subjects that are relevant, practical, and applicable to their life.
• Adults must feel psychologically and physically comfortable in the environment.

Again, transformational learning can be engaged through these characteristics.

Bierema and Merriam (2015) identified that, although there is a scarcity of research studies examining transformative learning and online learning, it can be concluded that pedagogical elements and technology can be merged to begin the development of transformative learning. Distance learning in adult education is essential in the changing the world in which we live. Understanding and integrating transformative learning poses new challenges not only to the students but also the instructor. Knowledge about how these instructors and students adapt to transformative learning environment is crucial within the learning context. Therefore, it is essential to possess an understanding of the challenges of transformative learning theories and especially theories about adults as distance learning.

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Knowles, M. S. (1984). Andragogy in action. San Francisco, CA: Jossey-Bass.

Knowles, M. S. (1998). The modern practices of adult education (rev. ed). Chicago, IL: Associated Press.

Maehl, W. H. (2000). Lifelong learning at its best: innovative practices in adult credit programs. San Francisco, CA: Jossey-Bass.

Merriam, S. B. & Caffarella, R. S. (1999). Learning in adulthood. San Francisco, CA: Jossey-Bass.

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30-Minute Roundtable Session

Communicating Transformative Learning