Transformative Distance Learning: Using Critical Discourse Analysis to Understand Perspective Change in Adult Asynchronous Learners

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Dieter, M. (2007). Transformative Distance Learning: Using Critical Discourse Analysis to Understand Perspective Change in Adult Asynchronous Learners. In T. Bastiaens & S. Carliner (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (pp. 2446-2451). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/26724.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2007
Quebec City, Canada
October 15, 2007
ISBN 1-880094-63-0
  Theo Bastiaens & Saul Carliner
AACE

More Information on ELEARN
Table of Contents

Author

Michael Dieter, University of Illinois at Chicago, USA

Abstract

Abstract: Transformative learning (TL), a form of adult constructivist learning, offers a way to understand and explain changes in adult learners beyond the acquisition of explicit learning content. This involves the study of changes in their worldviews or meaning perspectives promoted by critical self-reflection and interactive discourse. Given its tremendous growth, it is important to better understand how adult learners are benefiting from participation in online learning, including asynchronous distance learning (ASL). Understanding how ASL is able to provide an educational environment that is conducive to TL could contribute to a deeper understanding of adult learning and its assessment. By systematically examining empirical evidence from the text archives of online class discussions in accordance with a critical discourse analysis (CDA) framework, it is possible that alternative, dialogical understandings of high level adult learning will emerge.

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