Abstract:

This presentation and paper are rooted in theory and practice. It will address how adults learn best and under what types of circumstances can they optimize the learning experience. Much will be drawn from the work of Jack Mezirow and his work in Transformational Learning. Transformational Learning is defined as learning that induces more far-reaching change in the learner than other kinds of learning, especially learning experiences which shape the learner and produce a significant impact, or paradigm shift, which affects the learner's subsequent experiences.

Key factors which produce transformational learning in adult students/learners include; characteristics of the instructor and student/s, course content, learning environment, and instructional activities as they influence transformational learning. Obviously considering what challenges arise for the instructor who teaches in transformational learning environment is also an important questions that must be grappled with.

In his work, Mezirow's theory of the mechanism of transformational learning in the classroom has highlighted three themes. These were/are experience, critical reflection, and rational discourse. The student's life experiences provide a starting point for transformational learning. Critical reflection then refers to the distinguishing characteristic of adult learning, and is seen as the vehicle by which one questions the validity of his/her world-view. Finally, rational discourse is seen as a catalyst for transformation, as it induces the various participants to explore the depth and meaning of their various world-views, and articulate those ideas to their instructor and class mates.

The presenter is someone that has been utilizing this Adult Learning approach for decades both within academic environments and corporate settings.

Keywords:

Adult Learning, Teaching Technique.