Transformative Distance Learning: A Critical Discourse Analysis of Perspective Change in Adult Learners

Perspective transformation is fundamental to transformative learning theory and practice. Transformative learning theory attempts to explain adult learning as changes in meaning perspectives resulting from critical reflection upon prior assumptions, values, and beliefs. Discussion post threads collected from three class sessions of a graduate-level asynchronous distance learning course were coded and analyzed for evidence of perspective transformation using a modified theoretical coding grounded theory method based on the ten stages of perspective transformation. These coded data were further subjected to critical discourse analysis grounded in systemic functional linguistics in order to characterize and evaluate perspective transformation.;Findings showed evidence of Stages 1 through 6. Collocalizations of stage-coded text supported characterizations of perspective transformation as a recursive process, and suggested a conceptual shift from discrete stages to a continuum of perspective change. The collocalization data also argued for the interpretation of Stage 1 not just as a single initiating event, but also as a recurring text event throughout the discourse. Critical discourse analysis of stage-coded texts suggested the need for a contextual approach to understanding and evaluating perspective transformation based upon speakers' textual choices in registers of transformative potential, where different configurations of field, tenor, and mode alter the transformative potential in asynchronous discussion threads.;Public group dialogues in asynchronous class discussions can scaffold private personal dialogues to facilitate perspective transformation. This possibility necessitates the development of transformative teaching practice in the register of transformative potential, where speakers' choices can promote reflective dialogical activity to generate meanings to be negotiated and resolved.