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2018 Transformative Learning Conference

March 8–9, 2018

Oklahoma City, OK

CONFERENCE PROGRAM

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Becoming a Self-Directed Learner: Experience, Logic, Application, and Innovation

Friday, March 9, 2018 at 10:55 AM–11:25 AM CST
Everest B
Summary

To experience long-term academic success, college students must shift from teacher-led pedagogical facilitation to student-driven andragogical exploration.  Can a university offer an experiential course that facilitates a student transformation to self-directed learning?   Yarbrough and Hughes created a four-step learning process called, Experience, Logic, Application, and Innovation.   The purpose of the learning process is to support college students on a self-directed exploration of their knowledge, skills, abilities and interests.  The following presentation will share information about the process, instructor training and student outcomes.

Abstract

As professionals in higher education, our goal is to foster an environment where students begin to facilitate and direct their learning journeys.   From this perspective, Yarbrough and Hughes developed a learning process called Experience, Logic, Application, and Innovation.  The technique facilitates self-directed learning based on a four step information gathering process involving reflection on Experience, Logic, Application and Innovation (ELAI).  Specifically, students are taught to frame new information within four boundaries, reflection on previous personal experience, logical review of research and expert opinions, application of knowledge and potential for innovation.  With a scaffolded learning experience, students will apply the ELAI process to gain personalized understanding of the following ten skills as they relate to the student’s own learning experience:

  1. Becoming a Self Directed Learner.
  2. Goal Setting.
  3. Learning Styles and Preferences.
  4. Learning Community.
  5. Writing for Effectiveness.
  6. Speaking for Effectiveness.
  7. Leadership.
  8. Team Development.
  9. Critical Thinking.
  10. Reflection.

The presentation will provide an overview of the Experience, Logic, Application, and Innovation process, application strategies, suggestions for training instructors to apply the ELAI process, methods for supporting students on their journey of transforming to self-directed learners and conclusions based on instructor and student responses/outcomes to the experience.

Learning Outcomes

References

Clark, M.C. (1993). Transformational learning, New Directions for Adult and Continuing Education, 57, 47–56.

Dirkx, J.M. (1997). Nurturing the soul in adult learning. New Directions for Adult and Continuing Education (pp. 79-88).

Grow, G. O. (1991/1996). “Teaching Learners to be Self-Directed.” Adult Education Quarterly, 41 (3), 125–149. Expanded version available online at: http://www.famu.edu/sjmga/ggrow

Grover, K.S., & Miller, M.T. (2014). Gender differences in self-directed learning practices among community members. PAACE Journal of Lifelong Learning, 23, 19–31.

Hersey, P., &  Blanchard, K. (1988). Management of Organizational Behavior: Utilizing Human Resources (5th ed.) Englewood Cliffs, NJ: Prentice-Hall.

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy. Chicago: Follett.

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

Knowles, Malcolm, S. and Associates (1984). Andragogy in action: Applying modern principles of adult learning. San Francisco: Jossey-Bass Inc.

Mezirow, J. (1978). Education for perspective transformation: Women’s re-entry programs in community colleges.  New York: Teacher’s College, Columbia University.

Mezirow, J.D. (1981). A critical theory of adult learning and education. Adult Education Quarterly, 32(1): 3–24.

Mezirow, J. (1990). How critical reflection triggers learning. In J. Mezirow (ed.), Fostering Critical Reflection in Adulthood (pp. 1-20).  San Francisco: Jossey-Bass.

Mezirow, J. (1991). Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5–12.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

Watson, J. B. (1930). Behaviorism. Chicago: University of Chicago Press.

Format of Presentation

30-Minute Roundtable Session

Conference Thread(s)

Communicating Transformative Learning

Primary Presenter

Jillian R. Yarbrough, West Texas A&M University

Secondary Presenters

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