Promoting Reflective Discourse in the Canadian Adult Literacy Community: Asynchronous Discussion Forums

Abstract

This paper explores the potential benefits of online discussion forums with regard to promoting reflective discourse in the Canadian adult literacy community. Given the geographical disparity of practitioners and a historical scarcity of resources, there has been very little opportunity for stakeholders to engage in collaborative activities until recently. Computer‐mediated communication now provides a cost‐effective alternative to face‐to‐face discussions or video/audio‐conferencing. Moreover, in comparison to other methods dialogue via asynchronous forums evolves over time. This will, in all likelihood, contribute greatly to the development of practitioners and the expansion of the knowledge base of the field.

McClusky’s Theory of Margin and its implications on adult learners in higher education institutions

“…In fact, because of his age, there are probably some tricks that an old dog can learn better than a younger. (p. 3)The ‘Theory of Margin’ by McClusky (1963b) perceives adulthood as a period of growth , change and integration ; and during this time, the adult learner has to make efforts to strike a balance between the amount of energy required and the actual amount of energy that is available (McClusky, 1963b cited in Fasokun et al., 2005, Herod, 2012). For adults to play their roles, they need energy, or what Merriam and Caffarella (1999) describe as ‘power’ of life (p. 280).…”

“…For adults to play their roles, they need energy, or what Merriam and Caffarella (1999) describe as ‘power’ of life (p. 280). To Herod (2012), McClusky used the relatively simple formula ‘Power’ divided by ‘Load’ equals ‘Margin’, to depict the fluid nature of [adult learners] participation and motivation in learning. The essence of ‘Theory of Margin’ is that, if adults are to learn effectively, care must be taken to ensure that they have enough margin (reserve) power (Fasokun et al., 2005).…”

“…However, there have been an increasing number of re-sit of courses by adult learners on DE programmes in three successive years – 6100 (48.4%) in 2015, 7800 (66.1%) in 2016 and 8500 (68.9%) in 2017. This situation explains Herod’s (2012) assertion that, ‘the “Theory of Margin” provides adult educators with a way of understanding the reasons why participation waxes and wanes as it tends to in adult learning’ (p. 25). Some adult learners on DE programmes are workers, and anecdotal evidence suggests that they have challenges managing their time, and participating in tutorials.…”

“…These challenges combined in varied proportions to frustrate adult learners from participating in DE tutorials (Biney, 2018). Such conditions usually lead to low motivation and participation of adult learners in learning endeavours (Herod, 2012).…”

Exploring the effect of addressing social injustices as a student affairs professional

“…Critical self-reflection could arguably be said to be based on "knowing the inside of people's minds" (Foucault, 1982, p. 214), since its explicit intent is to externalize people's innermost reflections. Critical reflection provided a structured way for me to transform my knowledge by purposefully questioning my beliefs to enable me to grow personally and professionally (Herod, 2003). The opportunity for me to reflect upon my knowledge encouraged me to intentionally interact with the ever-changing world (Mezirow, 1995).…”