Patricia Cranton’s research while affiliated with Pennsylvania State University and other places

The purpose of this article is to explore the potential for fostering transformative learning in an online environment. It provides an overview of transformative learning theory, including the variety of perspectives on the theory that have evolved as the theory matured. Strategies and practices for fostering transformative learning are described, followed by a description of the online environment and how strategies for encouraging transformative learning might be carried into that environment. Students' voices are brought in to corroborate and, as it turns out to question the importance of these strategies. The article concludes with a focus building transformative relationships in the online environment.

The research on multitasking is scattered across disciplines, and the definitions of multitasking vary according to the discipline. As a result, the research is not coherent nor consistent in the approaches taken to understanding this phenomenon. In this chapter, the authors review studies on multitasking in different disciplines with a focus on the research methodologies used. The three main research paradigms (empirical-analytical, interpretive, and critical) are used as a framework to understand the nature of the research. The strengths and weaknesses of the research in each of the paradigms are examined, and suggestions are made for utilizing different research methodologies to bring clarity to the research in this field. Such an endeavour will help to build interdisciplinary and multidisciplinary research and help guide future research and theory building.

The research on multitasking is scattered across disciplines, and the definitions of multitasking vary according to the discipline. As a result, the research is not coherent nor consistent in the approaches taken to understanding this phenomenon. In this chapter, the authors review studies on multitasking in different disciplines with a focus on the research methodologies used. The three main research paradigms (empirical-analytical, interpretive, and critical) are used as a framework to understand the nature of the research. The strengths and weaknesses of the research in each of the paradigms are examined, and suggestions are made for utilizing different research methodologies to bring clarity to the research in this field. Such an endeavour will help to build interdisciplinary and multidisciplinary research and help guide future research and theory building.

Adult learners often fear that they will be unable to find work if they are lacking in technological skills. The media, including newspapers, magazines, and advertisements for positions usually emphasize the importance of the use of technology in the workplace. Without adequate skills in the use of appropriate technologies, adult workers may face challenges in finding employment. But what technologies can do is to provide powerful teaching and learning strategies. This article addresses technological applications in vocational and adult education advancement from different perspectives. Technology has the potential to support transformative learning. Technology, along with the vital role of adult educators, helps learners grow, change, and develop. Through the discussion of these, and related issues, a model titled Learners' Seeking Transformation via Web 2.0 Technologies, has emerged.

In this chapter, I present the story of the development of transformative learning theory, a story that unfolds over 40 years. Stimulated by his wife Edee’s experience, the story begins with Jack Mezirow’s early research on women’s reentry into college. This led to his conceptualization of perspective transformation. By 1991, he had developed a comprehensive theory of adult learning based on transformation. Scholars critiqued Mezirow’ work on a variety of bases: it was too cognitive, it neglected social change, and it was based on a misinterpretation of Habermas’s theory. Over time, these critiques led to alternative perspectives, and in turn, these alternatives created a problematic fragmentation of the theory of transformative learning. I trace the influences of the International Transformative Learning Conference and the Journal of Transformative Education in this narrative.

In this chapter, the author explores a variety of aspects of continuing professional education for teachers and university and college faculty members. She discusses the kinds of knowledge that are addressed and the role of online learning in continuing professional education.

In this chapter, I present the story of the development of transformative learning theory, a story that unfolds over 40 years. Stimulated by his wife Edee’s experience, the story begins with Jack Mezirow’s early research on women’s reentry into college. This led to his conceptualization of perspective transformation. By 1991, he had developed a comprehensive theory of adult learning based on transformation. Scholars critiqued Mezirow’ work on a variety of bases: it was too cognitive, it neglected social change, and it was based on a misinterpretation of Habermas’s theory. Over time, these critiques led to alternative perspectives, and in turn, these alternatives created a problematic fragmentation of the theory of transformative learning. I trace the influences of the International Transformative Learning Conference and the Journal of Transformative Education in this narrative.