Journal of Education and Human Development March 2018, Vol. 7, No. 1, pp. 1-6 ISSN: 2334-296X (Print), 2334-2978 (Online) Copyright © The Author(s). All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/jehd.v7n1a1 URL: https://doi.org/10.15640/jehd.v7n1a1 Collaborative Writing as a Method to Spur Transformational Learning in Adult Education Classes Hany Zaky 1 Abstract Collaboration learning is the process in which learners work together in a dynamic and interactive process. The participants strive together to reach excellency. The learners work to produce a single text that is the result of generating ideas, gathering research, planning, drafting, revising, and editing. The instructors' role is the major pillar in the process throughout forming groups, training students, and managing group work. Collaborative learning could be a way to improve critical thinking based on students' interaction and cooperation during writing development. The students' role is changeable throughout their practice, which could enhance their learning transformation. This article pinpoints that effective collaborative writing projects need the existence of group awareness through which the used instructional strategies could create participation and coordination. The article highlights the role of Collaborative Writing as a method for the transformation of the structural shift in the fundamental premises of thoughts, feelings, and actions of learners. Keywords: Collaborative learning- Transformation learning- Collaborative techniques- Adult education Introduction Educators want their students to have high expectations of their abilities as learners, to set goals for their learning progress, and to work for themselves to construct an enjoyable and challenging learning pathway for their future studying. Adult educators are involved and interested in underpinning their students’ 21 st -century skills, especially collaboration and effective written communication. Thence, adult educators have three significant responsibilities concerning the collaborative writing projects: forming the groups, training their students to be productive contributors and collaborators, and managing collaborative groups. Adult educators who need spurring the collaboration practice in their sessions with the focus on the locus of the relationship between behavior and evaluative criteria need students to focus their energies on task conflict and not on the relationship and process conflict. The educators who focus on collaboration and recall the issues related to group size, gender, cultural differences, and writing ability would define Writing Projects as empirical tools to enhance students' transformative learning. The main thrust of this article is to identify the actual definition of collaborative writing projects, define the transformational learning in relationship with collaborative writing, recognize the role of each participant in the process of collaboration to construct the demanded transformational learning, and figure out some tangible- implemented techniques to apply collaborative writing projects in adult education classes, which could spur that transformative process in the learners’ developmental growth. Consequently, the educators could figure out the tools to identify the collaborative writing, define students’ roles and duties, and highlight those students’ duties to reach the apex of practicing the subject matter and spur those students’ learning outcomes. 1 Indiana University of Pennsylvania (IUP)- Curriculum and Instruction- College of Education, (lnmw@iup.edu)(hanyamideast@gmail.com)