scholarly journals Analysis of LMS Data of Distance Lifelong Learning Center Learners and Drop-out Prediction

2021 ◽  
Vol 1 (3) ◽  
pp. 23-32
Author(s):  
Jong-Taek Seo ◽  
◽  
Bok-Nyong Bok ◽  
Ko-Woon Yeon ◽  
Keyword(s):  
Lifelong Learning ◽  
Drop Out ◽  
Learning Center

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

Better Together

2018 ◽  
pp. 1229-1249
Author(s):  
Michelle R. Desilets ◽  
Jennifer DeJonghe ◽  
Michelle Filkins
Keyword(s):  
Community Engagement ◽  
Lifelong Learning ◽  
Saint Paul ◽  
Public Library ◽  
Learning Center ◽  
State University ◽  
Collaborative Relationships ◽  
Current State ◽  
Shared Space ◽  
History Of

The Library and Learning Center at Metropolitan State University is a shared space between the Metropolitan State University Library and a branch of the Saint Paul Public Library system. This chapter reviews the literature on joint use libraries and provides a history of the planning and development of the Library and Learning Center. In detailing the history of both organizations and the current state of collaboration ten years after the building opened, this chapter will describe how the experience at Metropolitan State aligns with that of similar joint use libraries. Furthermore, by highlighting collaborative services and programming, the chapter will be instructive for libraries that wish to form collaborative relationships outside of a joint use model. It will also describe the strengths of the joint use model in meeting the shared goals of community engagement and lifelong learning, while remaining cognizant of the challenges that are inherent in any joint use library initiative.

scholarly journals DESEM, Dokuz Eylül University lifelong learning center: Community-based, multilayer training support on lifelong

2016 ◽  
Vol 26 ◽  
pp. 01007
Author(s):  
Ahu Pakdemirli ◽  
Yasemin Baskın ◽  
Serdar Nart ◽  
Lale Gert ◽  
Deniz Kuru ◽  
...  
Keyword(s):  
Lifelong Learning ◽  
Learning Center ◽  
Community Based ◽  
Training Support

RESCUE

2013 ◽  
pp. 336-352
Author(s):  
Alida Favaretto ◽  
Iola De Monte ◽  
Carmela Billotta
Keyword(s):  
Secondary Education ◽  
Lifelong Learning ◽  
School Community ◽  
Drop Out ◽  
Special Focus ◽  
Voluntary Organization ◽  
European Network ◽  
Educational Support ◽  
Educational Levels ◽  
European Dimension

The RESCUE project (Retention in Secondary education: a European Network), carried out within the VETPRO mobility action funded by the E.U. Programme “Lifelong Learning,” has implemented the school-family alliance under a new European dimension. Parents, headmasters, teachers from two vocational schools in Treviso, psychologists, and a voluntary organization for educational support have been involved in a mobility entailing a visit to some highly reputed European schools. The project has intended to explore innovative practices apt to improve the concept of joint responsibility among all the members of the school community, with a special focus on retention (seen as the contrast to the drop-out problem), namely on the permanence of the students within the training cycles until attainment of adequate educational levels.

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