scholarly journals A Service Model for Self-Directed Learning of NEET Youth at the Local Government Level

2021 ◽  
pp. 0044118X2110582
Author(s):  
Kerli Kõiv ◽  
Katrin Saks ◽  
Heidi Paabort ◽  
Vladislava Lendzhova ◽  
Mateusz Smoter
Keyword(s):  
Lifelong Learning ◽  
Rural Areas ◽  
Service Providers ◽  
Design Method ◽  
Self Directed Learning ◽  
Self Development ◽  
Directed Learning ◽  
Local Government Level ◽  
Double Diamond ◽  
Government Level

Given the increasing value of lifelong learning, self-directed learning (SDL) has become increasingly relevant over time. In rural areas with limited service resources, the main approach to NEET-youth depicts them more as young people in need, and less as people with the potential for self-development and participation in lifelong learning. The growing importance of people’s return to education, flexible learning paths, and the need for quick adaptation and re-training in a rapidly changing society emphasizes the need to design service models for NEET-youth. This is in order to support their SDL skills, and indicate the service providers’ role throughout the process. The empirical study in Estonia was grounded on the Double Diamond service design method using quantitative data on the respondents’ readiness for SDL, and also qualitative data from service providers about their roles and the affordances of their services in supporting SDL skills. The model was tested with rural NEET-youth.

scholarly journals Reshaping the University Curriculum through the Visiting Lectureship

2020 ◽  
Vol 19 (12) ◽  
pp. 70-85
Author(s):  
Valentyna I. Bobrytska ◽  
Hanna V. Krasylnykova ◽  
Nina G. Batechko ◽  
Nataliia А. Beseda ◽  
Yevheniy S. Spitsyn
Keyword(s):  
Educational Policy ◽  
Educational Process ◽  
Self Directed Learning ◽  
Research Skills ◽  
University Curriculum ◽  
Self Development ◽  
Directed Learning ◽  
Professional Self ◽  
The University ◽  
Professional Socialisation

The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.

Lifelong Learning in the 21st Century

2009 ◽  
pp. 367-379
Author(s):  
Kathleen P. King ◽  
Sharon R. Sanquist ◽  
Seamus King
Keyword(s):  
Lifelong Learning ◽  
Information Literacy ◽  
21St Century ◽  
College Preparation ◽  
Problem Based Learning ◽  
Approaches To Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Literacy Collaborative ◽  
K 12

Learning in the 21st century no longer ends with K-12 and college preparation. Instead, for those adults who will succeed in negotiating the demands of the 21st century, it must continue across their lifetime. More than merely a focus on lifelong learning, however, this chapter illuminates the specific needs and skills of lifelong learning integrated with life and work in the 21st century. The discussion of modern skills includes scope, definitions, issues and trends, current and emerging practices, recommended strategies, and a glimpse of the future. The cornerstones of this discussion include approaches to learning such as lifelong learning, self-directed learning, 21st learning skills, information literacy, collaborative, situated, and problem based learning.

Online Education for Lifelong Learning

2011 ◽  
pp. 1-27 ◽  
Author(s):  
Yukiko Inoue
Keyword(s):  
Online Education ◽  
Lifelong Learning ◽  
College Graduates ◽  
Learning Assessment ◽  
Shared Understanding ◽  
Learning Technology ◽  
Global Level ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Open And Distance Learning

The term lifelong learning (which has played an important role in policy discussions as well as in studies of the sociology and economics of education) is increasingly important in the 21st century for college graduates to be able to take their place in the changing world scene and to be adaptable and creative within the organization that employs them. Lifelong learning has increasingly been cited but there is no shared understanding of its usage at the global level. The objective of the present chapter is to provide an extensive overview of the current literature to inform the shared understanding of lifelong learning in general and the concept of online lifelong learning specifically. The overview is represented in six themes: lifelong learning, self-directed learning, technology and globalization, open and distance learning, online learning assessment, and higher and adult education.

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 Iranian Clinical Nurses’ Activities for Self-Directed Learning: A Qualitative Study

2015 ◽  
Vol 8 (5) ◽  
pp. 48 ◽  
Author(s):  
Shahrzad Ghiyasvandian ◽  
Morteza Malekian ◽  
Mohammad Ali Cheraghi
Keyword(s):  
Qualitative Study ◽  
Knowledge Acquisition ◽  
Lifelong Learning ◽  
Self Regulation ◽  
Linear Process ◽  
Main Theme ◽  
Self Directed Learning ◽  
Clinical Nurses ◽  
Directed Learning ◽  
Personal Performance

<p><strong>BACKGROUND:</strong> Clinical nurses need lifelong learning skills for responding to the rapid changes of clinical settings. One of the best strategies for lifelong learning is self-directed learning. The aim of this study was to explore Iranian clinical nurses’ activities for self-directed learning.</p> <p><strong>METHODS:</strong> In this qualitative study, 23 semi-structured personal interviews were conducted with nineteen clinical nurses working in all four hospitals affiliated to Isfahan Social Security Organization, Isfahan, Iran. Study data were analyzed by using the content analysis approach. The study was conducted from June 2013 to October 2014.</p> <p><strong>FINDINGS:</strong> Study participants’ activities for self-directed learning fell into two main categories of striving for knowledge acquisition and striving for skill development. The main theme of the study was ‘Revising personal performance based on intellectual-experiential activities’.</p> <p><strong>CONCLUSIONS:</strong> Study findings suggest that Iranian clinical nurses continually revise their personal performance by performing self-directed intellectual and experiential activities to acquire expertise. The process of acquiring expertise is a linear process which includes two key steps of knowledge acquisition and knowledge development. In order to acquire and advance their knowledge, nurses perform mental learning activities such as sensory perception, self-evaluation, and suspended judgment step-by-step. Moreover, they develop their skills through doing activities like apprenticeship, masterly performance, and self-regulation. The absolute prerequisite to expertise acquisition is that a nurse needs to follow these two steps in a sequential manner.</p>

scholarly journals LIFELONG LEARNING: A SKILL NEEDED TODAY FOR THE ENGINEERS OF THE FUTURE

2017 ◽  
Author(s):  
Sadegh Babaii Kochekseraii ◽  
Libby Osgood
Keyword(s):  
Lifelong Learning ◽  
Classroom Environment ◽  
Learning Goals ◽  
Professional Skill ◽  
Self Directed Learning ◽  
Smart Learning ◽  
Directed Learning ◽  
Elective Course ◽  
Short And Long Term

This paper will focus on our efforts to introduce the lifelong learning graduate attribute into the classroom environment required by CEAB for engineering accreditation. ENGN334: Intro to Mechatronics is a third year focus area elective course in the new engineering degree at UPEI. It gave the opportunity to develop a syllabus in which the students were encouraged to proactively participate in developing their own weekly learning goals based on the proposed list of topics. From their weekly submissions and subsequent reflections, we tried to answer if the students were setting realistic goals, assessed against SMART learning goals, and how the balance of the short and long term goals changed over the semester. It is therefore the objective of this paper to examine how effective it could be to promote realistic goal setting through professional skill development (PSD) intervention and proactive self-directed learning.

scholarly journals A Review of MOOCs Implementation in Malaysian Higher Education System

2019 ◽  
Vol 4 (2) ◽  
pp. 1-14
Author(s):  
Naemah Abdul Wahab ◽  
Jamal Othman ◽  
Rozita Kadar ◽  
Saiful Nizam Warris
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Instructional Delivery ◽  
Self Directed Learning ◽  
Factors Affecting ◽  
Higher Education System ◽  
Directed Learning ◽  
The Moment

Massive Open Online Courses (MOOCs) is a present technological innovation of teaching and learning in the modern higher education landscape. MOOCs have reformed the manner of instructional delivery by the educators as well as the way learners acquire their knowledge. For this reason, this study explores the definitions of MOOCs, its characteristics, benefits as well as drawbacks and MOOCs practices in Malaysia. We also look into the assessments and grading practices in MOOCs as well as factors affecting learners’ readiness to MOOCs. Lastly, we discussed some suggestion and future directions for achieving a successful MOOCs implementation in higher education settings. From all the studies done in the recent years, we can perceive that Malaysia has taken the latest step in modernizing the method of instructional delivery in higher learning institutions through the implementation of MOOCs. Although at the moment, MOOCs in Malaysia uses its own mold by blending the traditional classroom setting with only 30 percent of MOOCs used as the online instructional approach, it still encourages learners to adapt with self-directed learning and exploring various ICT tools, inspires the educators to develop updated instructional skills and provide opportunity of lifelong learning experiences to diverse learners’ backgrounds. These lifelong learning practices offer open and flexible education for the entire population, either formally or informally. Recently, Malaysian MOOCs are seen progressing towards providing professional development and training courses in future that goes beyond the need of higher education and university students.

Sign in / Sign up

Export Citation Format

Share Document