This paper documents the transformative learning of 2 working women adult learners who returned to higher education for the Master of Education (Teaching and Learning). This graduate degree offers two different teaching and learning pathway; the traditional pathway comprising on-campus classes with 11 modules to complete and the APEL Q pathway which requires learners to complete 4 instruments instead of the 11 modules. Learners do not attend physical classes and are assigned an Advisor each who will guide the learners throughout their entire academic journey. To understand how adults learn, Knowles’s (1984) Andragogy framework and Mezirow’s (2000) transformative learning provide the conceptual framework. The Andragogy framework proposed a set of five assumptions i.e. the learner’s making personal decisions, life experiences, readiness, orientation, and motivation to learn explains the learners’ intentions for further study while Mezirow’s (2000) definition of transformative learning enlightens on how both learners acquired new perspectives which lead to understanding the changes in events. Narrative inquiry was used as the research approach with questionnaire and interviews as data to answer three research questions; what are the experiences of working adult who return to school, have these experiences transformed their lives and does the program structure make a difference in the learning journey? Results reported positive outcomes from the emotional, professional, social, and even physical aspects since completion of the graduate program.

Authors:
Jennifer Poh Sim Tan, HELP University, Malaysia

About the Presenter(s)
Jennifer teaches on the Department of Education's postgraduate programs at Help University, Malaysia. Her research interests include teacher professional development and reflective practice.

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