{'fraction_non_alphanumeric': 0.02073050345508391, 'fraction_numerical': 0.0029615004935834156, 'mean_word_length': 5.993103448275862, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Transformative Learning Theory and WBLEs - Review of Research and Discussion of Implications

Transformative learning approaches have been applied in a diverse range of educational settings, where they have been used to develop an understanding of learners' experiences and learning practices in ways that promote individual and social change. Transformative learning would be an excellent theoretical framework in which to study adult learners' experiences with technology. This article argues how Transformative learning perspectives can be used in the design, development, and implementation of Web-based learning environments in the context of adult learners. This review and analysis of the research related to transformative learning perspective on WBLEs provides several implications for future research and practice: (1) examining learner's individual characteristics in WBLEs, (2) identifying strategies for promoting social interaction in WBLEs, and (3) developing effective design principles for WBLEs.