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.

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.

The Oxford Handbook of Lifelong Learning

2011 ◽  
Keyword(s):  
Lifelong Learning ◽  
Cultural Anthropology ◽  
Theory And Practice ◽  
Learning Needs ◽  
Executive Development ◽  
International Perspectives ◽  
Developmental Theories ◽  
Learning Programs ◽  
The Subject ◽  
Vocational Learning

The Oxford Handbook of Lifelong Learning is a comprehensive and interdisciplinary examination of the theory and practice of lifelong learning, encompassing perspectives from human resources development, adult learning, psychology, career and vocational learning, management and executive development, cultural anthropology, the humanities, and gerontology. Individual chapters address the most relevant topics on the subject, including: continuous learning as it relates to technological, economic, and organizational changes; developmental theories and research, models of lifelong learning, and the neurological bases for learning across the lifespan; examples of learning programs, tools, and technologies, with a focus on corporate programs and business education; international perspectives on lifelong learning and learning across cultures; and assessment of learning needs and outcomes.

Teaching Digital Natives Using Technology

2013 ◽  
pp. 157-177
Author(s):  
Merideth Dee
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Learning Needs ◽  
Multimedia Technology ◽  
Workforce Readiness ◽  
Multimedia Design ◽  
Design Elements ◽  
Additional Information ◽  
Learning Challenges ◽  
Information And Communication

Students currently entering higher education are faced with a variety of new learning challenges and, over the course of their career in higher education, will develop a variety of skills that enable them to succeed in the workforce. Furthermore, students today use many different forms of technology on a day to day basis. As such, academic institutions are supplementing their curricula with additional information and communication technology (ICT) resources. These resources happen to include but are not limited to multimedia technology, which can be essential to students’ lifelong learning needs. This chapter discusses characteristics of today’s student entering higher education, ICT, multimedia learning, multimedia design elements, and perceived effectiveness of multimedia technology. Moreover, this chapter examines how these topics can help to promote workforce readiness, meaningful learning, and lifelong learning among today’s technology capable students.

scholarly journals INVESTIGATING SOCIAL NETWORKS OF OLDER SINGAPOREAN LEARNERS: THE MIXED-METHODS SOCIAL NETWORK APPROACH

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S754-S754
Author(s):  
Pei-Chun Ko
Keyword(s):  
Social Networks ◽  
Mixed Methods ◽  
Lifelong Learning ◽  
Living Arrangement ◽  
Later Life ◽  
Learning Needs ◽  
Social Forces ◽  
Older Learners ◽  
Learning Programs ◽  
Social Network Approach

Abstract Lifelong learning has been regarded as an important factor of promoting active engagement in later life for researchers and policy makers. Most of the studies tend to illustrate old learners as a homogeneous and self-resilient group of people to engage in lifelong learning. Few studies address older learners’ social capital in affecting their decision of engagement and in sustaining their motivation. The study documented the existing social networks of older Singaporeans in lifelong learning programs and illustrated how social networks contributed their participation in learning. The mixed methods consist of in-depth interviews and two network instruments (Name Generator and Position Generator) based on 30 older Singaporeans (between 50 and 79 years old) who attended lifelong learning courses between 2016 and 2018. Interviews are transcribed and analyzed. The network instruments of are quantified and visualized. The findings show that older learners’ networks included a mixture of social ties from family and friends. Learners’ closeness with network members and their living arrangement with them influenced learners’ involvement in learning and future planning. Single respondents who had more non-kin members in the networks reported to be more active due to their weak ties. Overlapping networks among couple learners increase the spousal support for learning. Learners who had wider ranges of social resources are associated with their interest in learning activities. The study suggests that advocating lifelong learning needs to take older adults’ networks into considerations as networks represent the social forces that influence their decisions and motivations.

Theory and Practice of Quality Management in Lifelong Learning at a Public University

2018 ◽  
Vol 8 (2) ◽  
pp. 49-73
Author(s):  
Petr Adamec
Keyword(s):  
Lifelong Learning ◽  
Public University ◽  
Further Education ◽  
Point Of View ◽  
Theory And Practice ◽  
University Policy ◽  
Higher Education Act ◽  
Wide Range ◽  
Learning Programs ◽  
Education Act

The core issue of this paper is a quality in the lifelong learning. The aim of the contribution is to describe the area, level and dimensions of quality in a wide range of lifelong learning programs, respectively of further education, which are realized in the sense of § 60 and 60a of the Higher Education Act. The content of the paper also focuses on the theoretical and practical starting points of the quality phenomenon, both from the historical point of view and especially from the perspective of the current focus and concept of university policy in the European and Czech region. The paper also presents the results of a survey focusing on approaches to the quality assurance systems in the concept of components at selected public university.

Lifelong Learning: Fostering a Culture of Curiosity

2010 ◽  
Vol 16 (4) ◽  
pp. 155-159 ◽  
Author(s):  
Toni Eason
Keyword(s):  
Lifelong Learning ◽  
Nursing Practice ◽  
Evidence Based Practice ◽  
Care Service ◽  
Health Care Service ◽  
Practice Research ◽  
Evidence Based ◽  
Continuous Learning ◽  
Research Education ◽  
Health Care Service Delivery

Lifelong learning contributes to the development of knowledge and skill in nursing. A focus on continuous learning is necessary to remain current on trends, practices, and the newest treatments in the field of nursing. Creation of a culture where educational growth is supported and promoted is vital to advancement of the nursing profession. Nurses’ satisfaction with their professional role can be further enhanced by demonstrated expertise through lifelong learning. Expertise in nursing is solidly founded on evidence-based practice. Research, education, and experience in nursing practice are linked to evidence-based practice and lifelong learning; both are essential to remaining well versed in health care service delivery.

scholarly journals KEMAMPUAN BERPIKIR KRITIS MELALUI PEMBELAJARAN MATEMATIKA DENGAN PROBLEM BASED LEARNING

Eksponen ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 55-66
Author(s):  
Berta Apriza
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Needs ◽  
The Social ◽  
Learning Programs ◽  
Mathematical Problems ◽  
The One

Education functions to upgrading, forming, character and develop civilization nation. Having the ability to think and actions to effective and creative in the realm of abstract and concrete can be used as self development independently. Students need to armed with critical thinking skills, systematic, logical, creative, and cooperate effectively to obtain, choose, and manage an information. Mathematics learning is directed to develop critical thinking skills and discussed open and objective because mathematics having strong and structure clear and links between the concept of the one with another concept. By analyzing learning needs of mathematics, formulate and designed a learning programs, choose a strategies and evaliated them correctly to get good results. The ability critical thinking is very important in studying new matter and that known way, and learn to ask effectively and reach a conclusion consistent with the facts. Mathematic learning with problem based learning is the concept of better used activity of the student during learning. In accordance with statements from Westwood (2008: 31) stated that PBL: 1) propel oneself directly in learning, 2) prepared students to critical thinking and analytical, 3) give opportunity to students to identify, find and use numerous this approuch in should think, 4) is the learning is very closely related to the real world and motivate students, 5) involving activeness in integrating information and skills of various the discipline, and 6) knowledge and strategy by the possibility of will be maintained and tranferred to the learning situation other, improve the ability to communicate and the social skills needed to cooperation and teamwork. By chance the learning process as an alternative in solving mathematical problems with using the ability critical think an to cultivate the scientific attitude of student.

scholarly journals Design and Management of a Self-Access Language Learning Space Integrated into a Taught Course

2016 ◽  
pp. 136-151
Author(s):  
Sahar Alzahrani ◽  
Vicky Wright
Keyword(s):  
Language Learning ◽  
Instant Messaging ◽  
Virtual Learning Environment ◽  
Learning Needs ◽  
Learning Resources ◽  
Learning Space ◽  
Look Ahead ◽  
Online Tools ◽  
The Many ◽  
The University

This paper reports on the design and management of an online self-access language learning (SALL) space that was used with a group of Saudi medical students to complement classroom-based learning. The aim was to increase the opportunities for communication and language practice and, more specifically, to help develop the learners’ language learning autonomy (Little, 1999). In a pre-study, a questionnaire and a focus group were used to collect information about the students’ needs and interests in language learning. The design of this space was informed by the students’ feedback on their language learning needs and styles as recommended by Breen (1986) and Marsh (2012). Desire2Learn, a widely used virtual learning environment, was used to provide learners with an online self-access center because of the many features it has which would help learners to take control of their learning. The learning resources and online tools included instant messaging (IM), a news stream, access to a facilitator and other learning support, moderated discussions, videos, images, activities and quizzes, as well as links to external materials and to free self-access language learning resources. A description will be provided of how the materials, the tools, and the facilities were integrated within this space along with the justification for each of the elements. A look ahead to how this study could be extended for use with all learners enrolled in the medical scheme of the university will be discussed at the end of the paper.

scholarly journals BİLGİ TABANLI YENİ EKONOMİDE BİLGİ YÖNETİMİ VE YENİLİKÇİ İŞLETMELER

2018 ◽  
Vol 6 (3) ◽  
Author(s):  
Saadet Ela PELENK
Keyword(s):  
Knowledge Management ◽  
Competitive Advantage ◽  
Information Acquisition ◽  
Organizational Innovation ◽  
Continuous Learning ◽  
Significant Positive Effect ◽  
Technological Changes ◽  
Knowledge Based ◽  
The Relationship ◽  
Positive Effect

Economic, social, cultural and technological changes increase the importance of information. It is possible for organizations to adapt to change, by sharing up-to-date information. Knowledge-based new economies which consist dynamic market conditions, network-based organizational structure, continuous learning, digitalization, innovations and innovative businesses as competitive advantage source, corporate knowledge management has a strategic importance. Th eaim of this research is to determine the relationship among innovation and sub-dimensions of knowledge management as "information acquisition” and “education and communication". For this purpose, a survey was conducted with 120 employees of 3 innovative organizations that operate in various sectors. According to the results of the research, the acquisition of information has a significant positive effect on organizational innovation (β=0,29; t=3,10; p<0,05); education –training and communication variables have no significant effect on organizational innovation (p>0,05).

scholarly journals ADULT LEARNING: TRENDS AND OPPORTUNITIES IN THE ORGANIZATION

2016 ◽  
Vol 4 ◽  
pp. 35 ◽  
Author(s):  
Janina Čižikienė ◽  
Audronė Urmanavičienė
Keyword(s):  
Adult Learning ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Market Research ◽  
Professional Training ◽  
New Technologies ◽  
Scientific Literature ◽  
Document Analysis ◽  
Continuous Learning ◽  
Highly Qualified

The European Union's education and lifelong learning policy stresses informal learning within the society. The article aims to review the concept of lifelong learning and to analyze opportunities for continuous learning process in organizations. New technologies, innovations in the workplace and professional training encourage employees to improve constantly and awareness of the importance of lifelong learning can help to secure their future in a changing labor market. Research methods applied were as following:  literature and document analysis, expert interviews, analysis of the results and interpretation. The article presents a review of scientific literature and research data reveals leaders’ approach to employees' willingness to raise their qualification constantly and the organization's opportunities. The survey showed that employers want to have a highly qualified staff meeting the requirements of the organization, but do not always have sufficient funds for professional development. 

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