Guidelines for Lifelong Education Management to Mobilize Learning Community

2018 ◽  
Vol 9 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Suwithida Charungkaittikul
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Cultural Context ◽  
Lifelong Education ◽  
Management Guidelines ◽  
Education Management ◽  
Meaningful Information ◽  
The Social ◽  
Practical Guidelines

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

Guidelines for Lifelong Education Management to Mobilize Learning Community

2021 ◽  
pp. 564-575
Author(s):  
Suwithida Charungkaittikul
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Cultural Context ◽  
Community Mobilization ◽  
Lifelong Education ◽  
Management Guidelines ◽  
Education Management ◽  
The Social ◽  
Practical Guidelines

This article is a study of the guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand is intended to 1) analyze and synthesize the management of lifelong learning to mobilize learning community in the social-cultural context of Thailand; and 2) propose guidelines for lifelong education management to mobilize learning community in the social-cultural context of Thailand. This article applies qualitative research methods, using various documents, interviews and focus groups. The results found that these guidelines are the learning processes which affect learning throughout one's life. The guidelines for lifelong education management to mobilize learning communities in the social-cultural context of Thailand consists of these key components; lifelong education management guidelines; and the final products. Finally, lifelong education management guidelines could be used to promote and develop lifelong learning for learning community mobilization based on the social-cultural context in Thailand. It is anticipated that the findings will add meaningful information and practical guidelines for enhancing understanding of guidelines for lifelong education management to mobilize learning community in Thailand, and serve as a basic and comparative outcome for further research.

Fostering Collaboration in CSCL

2009 ◽  
pp. 335-340 ◽  
Author(s):  
Donatella Persico ◽  
Francesca Pozzi ◽  
Luigi Sarti
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Learning Strategies ◽  
Online Courses ◽  
Computer Supported Collaborative Learning ◽  
Online Learning Communities ◽  
Face To Face ◽  
The Social

Some collaborative learning strategies widely used in face-to-face settings can also be adapted to online contexts. They allow us to master the complex relations between members of large, heterogeneous online learning communities. The authors build on their experience in the application of some of the most well-known strategies and techniques used in online courses, such as jigsaw, peer review, role-play, case study, and brainstorming. The use of these strategies in computer supported collaborative learning (CSCL) environments and the related models describing the social structure of the learning community is discussed in the attempt to highlight their strengths and weaknesses and investigate the conditions for their applicability. The aim is to inform the design and the management of online learning communities.

The Relationship Between First-Year Learning Communities and Academic Performance in Introductory Psychology and Sociology

2021 ◽  
pp. 009862832110184
Author(s):  
Christine Ma-Kellams ◽  
Roy Kwon
Keyword(s):  
Academic Performance ◽  
Learning Communities ◽  
Learning Community ◽  
Student Performance ◽  
Introductory Psychology ◽  
First Year ◽  
Introductory Courses ◽  
First Year Students ◽  
The Social ◽  
The Relationship

Objective: How do learning communities influence academic performance in Introductory Psychology? Method: The present research examines the relationship between participation in first-year students learning communities and academic performance across a variety of course requirements (midterms, finals, papers, and class participation) in introductory psychology and, for comparison, sociology courses. Results: Students who took Introductory Psychology as part of a first-year-student learning community outperformed their peers (who took the same course without a learning community) on the first exam of the semester and were less likely to miss assignments but otherwise showed no significant differences on the other course assignments; introductory sociology students part of these communities showed even greater differences in performance that lasted through the end of the semester. Conclusion: First-year students learning communities offers significant albeit limited benefits for student performance in introductory courses in the social sciences. Teaching Implications: Short of institutional efforts to enact programming for first-year learning communities, introductory psychology instructors can attempt to simulate the experience of such communities by promoting a sense of belonging via extra-curricular service or discipline-related activities.

scholarly journals Learning cities and learning communities: Analyzing contextual factors and their impacts on adult and lifelong learning in urban settings

2020 ◽  
pp. 17-52
Author(s):  
Balázs Németh ◽  
Ola Issa ◽  
Farah Diba ◽  
Alan Tuckett
Keyword(s):  
Knowledge Transfer ◽  
Community Development ◽  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Social Inclusion ◽  
Urban Environments ◽  
Left Behind ◽  
Critical Approaches ◽  
Learning Cities

This paper will elaborate upon the contextual aspects of community development in the scope of Learning City and Learning Community related practices of knowledge transfer and sharing in urban environments. Engaged colleagues will provide their critical approaches, reflections and proposals upon how we can understand and recognize adult and lifelong learning through communities trying to reach for peace, understanding , social inclusion and sensitive intercultural and intergenerational aspirations in times of difficulties and challenges affecting our vulnerable relationships. This paper will try to point out matters of equity, human discoveries of collection, sharing and saving values, tradition and dignities through Learning Communities in four different cultural environments from the British Isles, India, Palestine and Hungary. Their urban frames might not be necessarily called or considered as Learning Cities, but labels and notions are not the first priority. It is as simple as it sounds: No One Left Behind.

scholarly journals Refugees and adult education: A thematic analysis on UNESCO's latest recommendations

2021 ◽  
pp. 57-74
Author(s):  
Zoe Karanikola ◽  
Nektaria Palaiologou
Keyword(s):  
Sustainable Development ◽  
Adult Learning ◽  
Lifelong Learning ◽  
Thematic Analysis ◽  
Sustainable Development Goals ◽  
Lifelong Education ◽  
Good Practices ◽  
The Social ◽  
Development Goals ◽  
Face Complex

Contemporary societies are called to face complex challenges, deriving from globalization, the rapid technological evolutions, the intense demographic changes, and the social exclusion. These challenges are part of UNESCO's global mandate, as reflected in the Education 2030 Framework for Action for the implementation of Sustainable Development Goals, and have more impact on migrations and refugees. UNESCO's Global Report on Adult Learning and Education comes to play a crucial role in achieving the fourth goal of the Agenda, that of education and lifelong education. The present research, through the qualitative analysis of the text of UNESCO (GRALE 4, 2019), aims at pointing out the basic dimensions of adult refugees' education and how it can be applied. Through the analysis of the text certain thematic networks emerge, related with the participation percentages of adult refugees' participation, mapping out of policies, whose particular characteristic is the investment in lifelong learning, transmission of good practices and their evaluation.

scholarly journals Learning Communities as a New Way to Learn

2017 ◽  
Vol 11 (2) ◽  
pp. 364
Author(s):  
Edelia Denisse Castañeda de la Cruz
Keyword(s):  
Learning Communities ◽  
Lifelong Learning ◽  
Learning Community ◽  
Local Community ◽  
Education For All ◽  
Human Community ◽  
Cultural Project

A Learning Community (CA) for its acronym in Spanish, is an organized human community that builds and engages in its own educational and cultural project to educate itself, its children, its youth and its adults, within the framework of an endogenous, cooperative and supportive effort, based on a diagnosis not only of their hortcomings but, above all, of their strengths to overcome such weaknesses (Elboj et al., 2006). The only way to ensuring education for all and quality lifelong learning is to make education a necessity and a task for all, developing and synchronizing the resources and efforts of the local community in order to ensure more sustainable conditions. We are then, confronted with one of the most difficult and complex contemporary challenges: to think twice and to rebuild the bonds that the human develops, through society, in conjunction with the environment.

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