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Emotion and motivation and impact on academic performance essay
Transformative learning theory - an overview
Emotion and motivation and impact on academic performance essay
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Transformational Learning Experience
Angela Peck
Everest Online
Transformational Learning Experience
“”Transformational Learning is where adult learners transform their way of thinking about their world and themselves (Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011) (pg. 104-105).”” By transforming we as adults can change just about everything about how we look at our lives, whether it be about work or personal changes for a happier and more successful life.
“An expert in the Transformational Learning process was Mezirow, and his first study was on women in the U.S. returning to post-secondary studies or the workplace after an extended time away & he did this study to find out what factors impeded or facilitated the women’s progress in the re-entry programs (Mezirow, J. 1978a) (usm.maine.edu).”. “Mezirow said there are a set of 7 stages that a person goes through when they go through this transitional process and they are:
Experiencing a disorientation caused by a dilemma
Doing a self- examination
Doing a critical assessment of assumptions
Recognizing that other people have gone through the same experience
Exploring all options
Designing a plan of action
Reintegration
In other words people may experience a disorientation brought on by something major happening in their lives. Then they take time to try to figure out what went wrong & must take time to figure out what they are going to do. What they need to do to make these changes & follow through with whatever it takes to get to the desired goal, even if it means a change, a move, and sometimes this includes doing things they have never done before (fsu.edu).”
For example; years ago I had studied to become a CNA, level 1 med tech, & was insulin ce...
... middle of paper ...
... a butterfly.
Reference
Adult Learning. (n.d.). Transformative Learning. Retrieved March 9, 2014, from http://www.fsu.edu/~adult-ed/jenny/learning.html#sldtrans https://www.usm.maine.edu/olli/national/postConference/2012_confWorkshops/workshopMaterials/Jon%20Neidy/The%20Evolution%20of%20John%20Mezirow%27s%20Transformative%20Learning%20Theory.pdf
Kitchenham, A. (n.d.). The Evolution of John Mezirow’s Transformative Learning Theory. The Evolution of John Mezirow’s Transformative Learning Theory. Retrieved March 9, 2014, from
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult learner: the definitive classic in adult education and human resource development (7th Ed.). Amsterdam: Elsevier.
Mezirow, J. (1978a). Education for perspective transformation: Women’s re-entry programs in community colleges. New York: Teacher’s College, Columbia University
Instead of a one day counseling seminar, the establishment of a one-stop-shop “resources center” with computers, provided a means to establish student connections, similar to the summer internship afforded to Bennet’s mentee. While not all students availed themselves of these academic assets, student change agents, such as Julissa, became easily identifiable, and evolved into strategic advantages to institutionalize the reform message. These advantages exposed the increased need for specialized course curriculum to accommodate students in limited socioeconomic circumstances; such as those working full time and teen-age mothers. How these individuals perceive themselves directly affects their decisions, such as if or where they go to school, any policy that deviations from their perception will, more often than not, have adverse
Self-discovery, preparation for life, effective education—this does not happen in college, insists Liz Addison in her work, Two Years Are Better Than Four. The best years of character growth essential in the transition to post-secondary education commonly take the form of college in the eye of the public; however, Addison believes this misconception is a result of community college not receiving fair consideration. Building a foundation for life begins most successfully at American community college, and as Addison puts it, “the philosophy of the community college, and I have been to two of them, is one that unconditionally allows its students to begin. Just begin” (212). In other words, a successful
Merriam, S.B., Caffarella, R.S. &Baumgartner (2007) Learning in Adulthood: A comprehensive guide, san Francisco, CA:Jossey-Bass
After being on the road for three years, I decided to check into returning to college at the University of Delaware and the University of Pennsylvania. Both universities informed me that I would have to retake my first two years that I had completed at Chattanooga State. I would have to commit for another four to six years of college. I did not have the time to do this. I wanted to be finished with my bachelor?s degree within two years if possible. So, later, when they realize that their choices are limited, their futures sealed or semi-gelled, they decide that school is where they need to be (Smith, 2001).
Adult students' participation and persistence in educational activities ranging from adult literacy to doctoral programs is a complex phenomenon involving an array of factors. Adults are often affected by situational factors beyond their control—job, health problems, financial problems, legal problems, personal or family problems (Belzer 1998). Likewise, dispositional factors such as expectations, self-esteem, level of family support, and past educational experience, can be barriers to participation (Hubble 2000). Institutional factors such as red tape, program fees, scheduling, and procedures can either help or hinder participation (Quigley 1998). In fact, adult students who drop out are often actually "stopping out"—that is, interrupting their studies but planning to return (Frank and Gaye 1997)—or attending other institutions (Hoffman and Elias 1999).
The topic that I am going to explore with you is that of educational opportunities and lack of educational opportunities for female immigrants and their children during the early 20th century, late 20th century, current struggles and my daughters personal experience with educational opportunities. At the end of this paper I hope to have helped you gain a better awareness of the educational challenges these women and children dealt with, what students are still dealing with today, and a personal struggle with education.
Adults are self-motivated. They learn best by building on what they already know and when they are actively engaged (Lindeman, 2010). The approach of adult education revolves around non-vocational ideals and is based on experience rather than subjects (Lindeman, 2010). It helps adults gain knowledge about their powers, capacities, and limitations (Funnell et al, 2012).
Edward Lindeman is thought by many to be the founder of contemporary adult education. His work in the area of adult education included the writing of articles, books, public presentations, assistance in the collegiate system as a lecturer of social work and as an associate pastor in the church (Brookfield 1986). Lindeman and Martha Anderson traveled to observe and analyze the German Folk High School system and the worker’s movement. Consequently, Lindeman and Anderson’s comparative research lead to the breakthrough of the German perception of andragogy. Their studies define andragogy as the “true method of adult learning” (1986). In 1968 at Boston University, the initial use of the term “andragogy” to attain prevalent notice of adult instructors occurred when Malcolm Knowles who at the time was an instructor of adult education, presented the term via journal article. In his 1970 book publication, he defined “andragogy” as the art and science of helping adults learn. The concept of self-directed learning, or SDL, maintained below reveals Knowles’ definition of SDL:
One theorist that is relevant to this study is Malcolm Knowles’s theory of adult learning. Though Malcom Knowles may not be the first one to introduce adult learning, he was the one that introduced andragogy in North America. (McEwen and Wills 2014). Andragogy means adult learning. The core concept of Knowles’s Adult learning theory is to create a learning environment or awareness for adults to understand why they learn .Knowles developed six main assumptions of adult learners. Those assumptions are the need to know, self- concept, experience, readiness to learn, orientation to learning and motivation. (McEwen and Wills, 2014)
The learning process for adults is never ending and can be very challenging. As an adult educator, teaching adult learners you will face many challenges in the learning process. It is our responsibility to keep the learners engaged, and to help them to realize their full learning potential.
Since first introduced by Jack Mezirow in 1978, the concept of transformative learning has been a topic of research and theory building in the field of adult education (Taylor 1998). Although Mezirow is considered to be the major developer of transformative learning theory, other perspectives about transformative learning--influenced by the work of Robert Boyd--are emerging. Following a discussion of transformative learning as conceptualized by Mezirow, this Digest describes research and theory building by Robert Boyd and its influence on current perspectives of transformative learning. Some suggestions for fostering transformative learning conclude the Digest.
When attaining a college degree, many of the obstacles and events people experience help them develop a wider perspective of the world and discover different ways to solve emerging problems. Events such as the experience one has to go through when meeting new people or attempting to cope with the new environment form a sense of diversity and quick
Women graduates from the 16 Wisconsin Technical College Districts in 2003 made up 12,589 (65%) of 19,358 graduates as compared to 6,745 (35%) men. The percentage of women graduates from the WTCS has increased significantly since the 1980s but has been more than 50% for at least the last 20 years. The percentage of women graduates nationally from American two and four colleges and universities is increasing significantly each year and will eventually exceed or be on a par with men graduates from higher education nationally in “most” academic and professional majors, if they do not already exceed men in 2004.
Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...
Women have had quite a few hurdles to get over since the 1950's. In 1958 the proportion of women attending college in comparison with men was 35 percent. (Friedan,