Beyond Information, Through Participation, to New Learning for Personal and Cognitive Growth in Higher Education: Focusing on the Process

Riggs, L.H.; Hellyer-Riggs, Sandra

doi:10.18848/1447-9494/cgp/v16i05/46324

Cited by 2 publications

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“…Higher education (HE) classrooms are appropriate spaces for students to engage in activities to reflect on the roots of their 579 Social Work/Maatskaplike Werk 2015:51 (4) beliefs and opinions (Riggs & Hellyer-Riggs, 2009;Taylor, 2008) and TLT creates the learning spaces to undertake such reflections (Taylor, 2008). Therefore learning in TLT is based on using our previous knowledge (and experiences) to support new and/or amended learning to guide our subsequent actions or behaviour, thus contributing to a paradigm shift (Taylor, 2008).…”

Section: Transformative Learning Theory As Theoretical Frameworkmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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Section: Transformative Learning Theory As Theoretical Frameworkmentioning

confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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“…Transformative learning theory is most often associated with Jack Mezirow (Professor Emeritus of Adult Education, Columbia University). Higher education (HE) classrooms are appropriate spaces for students to engage in activities to reflect on the roots of their beliefs and opinions (Riggs & Hellyer-Riggs, 2009;Taylor, 2008) and TLT creates the learning spaces to undertake such reflections (Taylor, 2008). Therefore learning in TLT is based on using our previous knowledge (and experiences) to support new and/or amended learning to guide our subsequent actions or behaviour, thus contributing to a paradigm shift (Taylor, 2008).…”

Section: Transformative Learning Theory As Theoretical Frameworkmentioning

confidence: 99%

“…However, learning is only achieved when what we have to learn relates to our frame of reference. In linking frames of reference when designing teaching and learning methods, six elements that lecturers should reflect on are recommended (Imel, 1998;Mezirow, 1997;Riggs & Hellyer-Riggs, 2009;Taylor, 2011Taylor, , 2008.…”

Section: Transformative Learning Theory As Theoretical Frameworkmentioning

confidence: 99%

Large Classes in Social Work Education: A Threat to the Professional Socialisation of Social Work Students?

Simpson

2015

swork

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Beyond Information, Through Participation, to New Learning for Personal and Cognitive Growth in Higher Education: Focusing on the Process

Cited by 2 publications

References 0 publications

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Large Classes in Social Work Education: A Threat to the Professional Socialisation of Social Work Students?

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