Transformative Pedagogy: Perfect for Web 2.0 and Collaboration

Meyers, Steven A. “Using Transformative Pedagogy When Teaching Online” College
Teaching. 56.4 (2008): 219-224. Web. 4 June 2010.


Steven Meyers article explores how transformative pedagogy works well for online learning. Meyers presents the idea that because transformative pedagogy encourages examination of assumptions, interaction with social issues, and social action it is ideal for faculty who teach online courses. Online courses attract a large number of students and a diverse group of students. This dynamic along with the fact that online class discussions are more informal, which challenges the traditional levels of power and authority in the classroom, and the “egalitarian environment” are good environments for teaching that encourages critical thinking, examination of societal patterns (219). Meyers focuses on the literature on transformative pedagogy and knowledge of the online environment to provide suggestions for how online instructors can use transformative pedagogy effectively. He supports these suggestions with student reflections. Meyers’ suggestions are:

•Create a safe and inviting environment
Transformative pedagogy does not focus on teaching styles that increase the power difference between instructor and student. The focus is on creating trust and the instructor acting as a guide and not as a great imparter of knowledge.

•Encourage students to think about their experiences, beliefs, and biases
Instructors should create discussion postings that encourage students to examine the source of their assumptions and consider alternative perspectives.

•Use teaching strategies that promote student engagement and participation
Meyers suggests Internet adaptations and extensions. Students should feel a responsibility to contribute to the class. Use of email and online newspapers to do analysis in a collaborative manner can help to increase student engagement. Internet extensions focus on using Internet tools not readily available in face-to-face such as weblogs, wikis, etc. These can generate student cooperation and collaborative construction of knowledge.

•Pose real-world problems that address societal inequalities
This approach encourages students to be aware of how society impacts people by examining race, social class, gender, sexual orientation, age, and disability, examining the systemic inequalities within the content and the tools themselves.

•Help students implement action-oriented solutions
This strategy focuses on rotating between student reflection and action. Students can participate in local projects; write editorials to local or university newspapers, creating activities, or participating in activities. The Internet can provide a resource for coordination, communication, and research.

Meyers article is a great resource for any instructor who wants to increase student engagement and collaboration along with addressing issues of conflict in society and ones that may arise within the classroom. It also aids instructors in avoiding the creation of a hegemonic learning environment. The article gives a good background on transformative pedagogy and insight into the online learning environment. The suggestions provided are realistic and useful in face-to-face and online courses. Composition courses often focus writing assignments on critical thinking, reflection, conflict, and argument. An online composition course is ideal for transformative pedagogy that seeks to give students knowledge of content, self-awareness, and a larger worldview. The Internet is an effective arena for this because there are more tools available for collaboration, communication, and information exchange.