Trends and Directions for Lifelong Learning Programs and Research

2011 ◽  
pp. 492-500
Author(s):  
Manuel London
Keyword(s):  
Lifelong Learning ◽  
Older Workers ◽  
Continuous Learning ◽  
Cultural Changes ◽  
Economic Changes ◽  
Self Regulated Learning ◽  
Learning Challenges ◽  
Regulated Learning ◽  
Learning Programs

This concluding chapter draws on many of the chapters in the Handbook to examine four trends: the need for continuous learning in light of economic changes, learning challenges for older workers, concern about the readiness of students to enter the workforce and remain productive, technological and cultural changes, and the increasing importance of experiential and active, self-regulated learning. The chapter concludes with a forecast of directions for lifelong learning.

Trends and Directions for Lifelong Learning Programs and Research

2020 ◽  
Author(s):  
Manuel London
Keyword(s):  
Life Span ◽  
Lifelong Learning ◽  
Older Workers ◽  
Learning Needs ◽  
Learning Resources ◽  
Continuous Learning ◽  
Technological Changes ◽  
Self Regulated Learning ◽  
Learning Challenges ◽  
Learning Programs

This chapter addresses several key ideas and issues that emerge from the contributors to this handbook, informing the overall understanding of learning needs and processes throughout the life span. In particular, this chapter examines four significant trends that are likely to drive lifelong learning programs and research during the coming years: (1) the need for continuous learning in light of economic and technological changes, (2) learning challenges for older workers, (3) concern about the readiness of students to enter the workforce and remain productive, and (4) technological advancements in delivering learning resources, including increased attention to experiential (project-based) and self-regulated learning.

scholarly journals Towards a Self-Regulated Learning in a Lifelong Learning Perspective

2017 ◽  
Author(s):  
Nour El Mawas ◽  
Jean-Marie Gilliot ◽  
Serge Garlatti ◽  
Patricia Serrano Alvarado ◽  
Hala Skaf-Molli ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Self Regulated Learning ◽  
Regulated Learning

Supporting Learning Self-Regulation through a PLE

2016 ◽  
pp. 1129-1156
Author(s):  
Iolanda Garcia ◽  
Begoña Gros ◽  
Ingrid Noguera
Keyword(s):  
Lifelong Learning ◽  
Time Management ◽  
Knowledge Society ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Web Based ◽  
Virtual Spaces ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning

In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong learning. This kind of learning can take place in physical and virtual spaces that may belong to formal institutions but also to extended communities and networks. In virtual spaces, self-directed learning and self-regulation skills and capacities play an important role in learners' performance. For this reason, it is highly recommended to empower students to design and deploy educational spaces and projects able to fuse formal and informal contexts. The use of Personal Learning Environments (PLEs) can support learners to gain control over their experiences through Web-based tools and a task-orientated environment. It is known that time management is one relevant component of self-regulated learning. There are many Web-based tools that can be used to control time investment and promote planning but little research that takes into account time management in the design and use of PLEs. This chapter describes the results of the Just4me project1, aimed at designing and developing a PLE to support self-regulated learning dealing with time management as an important dimension in lifelong learning. From this perspective, this chapter contributes to the operationalization and analysis of the time factor in online learning regarding time management in self-regulated learning processes supported by PLEs.

scholarly journals ENHANCING LIFELONG LEARNING AWARENESS IN THE FACULTY OF ENGINEERING AT MCGILL UNIVERSITY

2018 ◽  
Author(s):  
Maria Orjuela-Laverde ◽  
Nasim Razavinia ◽  
Laurent Mydlarski
Keyword(s):  
Lifelong Learning ◽  
Engineering Students ◽  
Self Regulation ◽  
Assessment Method ◽  
Self Reflection ◽  
Systematic Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mcgill University ◽  
Definition Of

 Abstract – The theoretical approach to Lifelong Learning used in this paper introduces findings in the field of Self-Regulated Learning (SRL). We are using Nilson’s [4] definition of SRL, which states that self-regulation "encompasses the monitoring and managing of one’s cognitive processes, as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning." The principles that guide SRL, as proposed by Schunk and Zimmerman [6-8] are: 1) Forethought; 2) Performance/volitional control and; 3) Self-reflection. Following the definition and principles suggested in the SRL literature, activities were designed to develop and strengthen engineering students’ self-regulated learning skills and awareness of such competencies. At McGill University, the Faculty of Engineering is pursuing a systematic assessment method of lifelong learning awareness by the way of activities that target the first- and final-year students.

Supporting Learning Self-Regulation through a PLE

2018 ◽  
pp. 1018-1046
Author(s):  
Iolanda Garcia ◽  
Begoña Gros ◽  
Ingrid Noguera
Keyword(s):  
Lifelong Learning ◽  
Time Management ◽  
Knowledge Society ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Web Based ◽  
Virtual Spaces ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning

In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong learning. This kind of learning can take place in physical and virtual spaces that may belong to formal institutions but also to extended communities and networks. In virtual spaces, self-directed learning and self-regulation skills and capacities play an important role in learners' performance. For this reason, it is highly recommended to empower students to design and deploy educational spaces and projects able to fuse formal and informal contexts. The use of Personal Learning Environments (PLEs) can support learners to gain control over their experiences through Web-based tools and a task-orientated environment. It is known that time management is one relevant component of self-regulated learning. There are many Web-based tools that can be used to control time investment and promote planning but little research that takes into account time management in the design and use of PLEs. This chapter describes the results of the Just4me project1, aimed at designing and developing a PLE to support self-regulated learning dealing with time management as an important dimension in lifelong learning. From this perspective, this chapter contributes to the operationalization and analysis of the time factor in online learning regarding time management in self-regulated learning processes supported by PLEs.

Mobile Seamless Learning from the Perspective of Self-Regulated Learning

2015 ◽  
pp. 93-107
Author(s):  
Li Sha
Keyword(s):  
Lifelong Learning ◽  
Social Cognitive ◽  
Self Regulated Learning ◽  
Seamless Learning ◽  
Regulated Learning ◽  
The Future ◽  
Metacognitive Tools

Based on existing efforts to conceptualize and characterize Mobile Seamless Learning (MSL) from a variety of perspectives, recognition of an inherent link between MSL and lifelong learning rationalizes the necessity of viewing MSL from the perspective of Self-Regulated Learning (SRL). Thus, this article illustrates the key to understanding MSL is to view learners in MSL environments as agents of their own learning, who are motivated to and capable of learning anywhere, at any time. For the purpose of designing effective MSL systems in the future, this article attaches importance to an analytic SRL model of MSL, viewing MSL systems as social, cognitive, and metacognitive tools.

scholarly journals Meta-Analysis of Effects of Self-directed and Self-regulated Learning Programs on the Cognitive and Affective Domains of Math

2016 ◽  
Vol 55 (3) ◽  
pp. 357-382
Author(s):  
Ho Kyoung Ko ◽  
Hyoungsik Kim ◽  
Bokeun Son ◽  
Jeong-Im Son ◽  
Jihye Ee ◽  
...  
Keyword(s):  
Meta Analysis ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Learning Programs ◽  
Affective Domains

Supporting Learning Self-Regulation through a PLE

2013 ◽  
pp. 127-162
Author(s):  
Iolanda Garcia ◽  
Begoña Gros ◽  
Ingrid Noguera
Keyword(s):  
Lifelong Learning ◽  
Time Management ◽  
Knowledge Society ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Web Based ◽  
Virtual Spaces ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Directed Learning

In the knowledge society, autonomous and Self-Directed Learning (SDL) have become particularly important for professional development and lifelong learning. This kind of learning can take place in physical and virtual spaces that may belong to formal institutions but also to extended communities and networks. In virtual spaces, self-directed learning and self-regulation skills and capacities play an important role in learners’ performance. For this reason, it is highly recommended to empower students to design and deploy educational spaces and projects able to fuse formal and informal contexts. The use of Personal Learning Environments (PLEs) can support learners to gain control over their experiences through Web-based tools and a task-orientated environment. It is known that time management is one relevant component of self-regulated learning. There are many Web-based tools that can be used to control time investment and promote planning but little research that takes into account time management in the design and use of PLEs. This chapter describes the results of the Just4me project1, aimed at designing and developing a PLE to support self-regulated learning dealing with time management as an important dimension in lifelong learning. From this perspective, this chapter contributes to the operationalization and analysis of the time factor in online learning regarding time management in self-regulated learning processes supported by PLEs.

Fostering self-regulated learning in higher education: Making self-regulation visible

2020 ◽  
pp. 146978742098237
Author(s):  
Joanne M Russell ◽  
Chi Baik ◽  
Anna T Ryan ◽  
Elizabeth Molloy
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Lifelong Learning ◽  
Teaching Practices ◽  
Self Regulation ◽  
Structured Interview ◽  
Interview Data ◽  
Learning Skills ◽  
Self Regulated Learning ◽  
Regulated Learning

Research associates self-regulated learning with academic achievement and lifelong learning. Although there is consensus surrounding the need for students to develop self-regulated learning skills, there is a paucity of research exploring how educators can foster student self-regulated learning. This study examines the teaching practices, beliefs and experiences of educators that foster student self-regulated learning, across a range of disciplines. It explores the characteristics of teaching that foster self-regulated learning, and the influences on educator approaches. Questionnaire and semi-structured interview data were subjected to analysis. The findings identified four types of teaching strategies used to foster self-regulated learning. This study illuminates the conditions that support educators to foster student self-regulated learning, as well as the challenges they face. Educators’ own engagement in self-regulation, often made visible to students, played a key role in promoting students’ self-regulatory capacities.

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