Reviews: Adult Education and Lifelong Learning – Theory and Practice, Improving Intercultural Learning Experiences in Higher Education: Responding to Cultural Scripts for Learning, Writing in the Academy: Reputation, Education and Knowledge. A Professorial Lecture, Promoting Integrated and Transformative Assessment: A Deeper Focus on Student Learning, the Routledge International Handbook of Lifelong Learning

2008 ◽  
Vol 14 (2) ◽  
pp. 233-240
Author(s):  
Hans G. Schuetze ◽  
Amanda Benjamin ◽  
Amanda Benjamin ◽  
Gail Goulet ◽  
Ralf St Clair
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Student Learning ◽  
Lifelong Learning ◽  
Learning Theory ◽  
Learning Experiences ◽  
Theory And Practice ◽  
Intercultural Learning ◽  
Cultural Scripts

Book Reviews

2010 ◽  
Vol 3 (1) ◽  
pp. 104-114
Author(s):  
Rowena Murray ◽  
Sheila Trahar ◽  
Nicholas Walliman
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Learning Experiences ◽  
Intercultural Learning ◽  
Cultural Scripts ◽  
Writing For Publication

Eileen Carnell, Jacqui MacDonald, Bet McCallum and Mary Scott, M (2008) Passion and Politics: Academics Reflect on Writing for PublicationReview by Rowena MurrayThushari Welikala and Chris Watkins (2008) Improving Intercultural Learning Experiences in Higher Education: Responding to Cultural Scripts for LearningReview by Sheila TraharKaren Smith, Malcolm Todd and Julia Waldman (2009) Doing Your Undergraduate Social Science DissertationReview by Nicholas Walliman

The Impact of Web 2.0 Technologies on the Learning Experience of Students in Higher Education

2018 ◽  
Vol 13 (3) ◽  
pp. 1-17 ◽  
Author(s):  
Afaf Mubarak Bugawa ◽  
Andri Mirzal
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Web 2.0 ◽  
Student Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classrooms ◽  
Web 2.0 Technologies ◽  
The Impact

This article describes how the use of Web 2.0 technologies in the field of learning is on the rise. By their nature, Web 2.0 technologies increase the interactivity between users where interactivity is considered to be a key to success in traditional classrooms. This article reviews recent studies in the field of Web 2.0 technologies for learning and their impacts on the learning experiences and investigates relationship between Web 2.0 technologies and pedagogy in higher education on student learning. Key findings about the impacts of using social networks like Facebook, Twitter, blogs and wikis on learning experiences are also discussed. Web 2.0 technologies' characteristics and the rationale of Web 2.0 technologies in learning will also be explored.

scholarly journals LIFELONG LEARNING AS A PRIORITY OF DEVELOPMENT OF EUROPEAN EDUCATIONAL PARTNERSHIP

10.23856/4322 ◽  
2021 ◽  
Vol 43 (6) ◽  
pp. 172-179
Author(s):  
Dmytro Dzvinchuk ◽  
Oleksandra Kachmar
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Public Administration ◽  
Theory And Practice ◽  
Social Stability ◽  
Investment Efficiency ◽  
University Staff ◽  
The Third ◽  
Educational Partnership ◽  
Key Competencies

The article explores the phenomenon of lifelong learning as one of the key priorities for the development of a European educational partnership. The importance of lifelong learning as a recognized theory and practice of the concept, which is the benchmark of broad modernization processes in the European Higher Education Area, is demonstrated. The main interrelated areas of action (defining strategic priorities for development, outlining key competencies of lifelong learning, identifying forms of lifelong learning, funding and investment efficiency) are considered.The potential of lifelong learning a mechanism for promoting social stability and cultural convergence at the beginning of the third millennium is conceptualized. Productive links between lifelong learning and the processes of building a knowledge economy have been demonstrated. The methodological basis of the study was the analysis of the European Commission’s educational policy (conceptual, regulatory and programmatic documents) in the field of lifelong learning. The results obtained in the study may be useful to both domestic researchers and practitioners in the field of public administration of higher education, university staff, involved in international cooperation.

scholarly journals Training of Adult Trainers: Implementation and Evaluation of a Higher Education Program in Greece

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Azarias A Mavropoulos ◽  
Aikaterini Sipitanou ◽  
Anastasia Pampouri
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Education Program ◽  
Educational Programs ◽  
Educational Material ◽  
Learning Program ◽  
Implementation Methodology ◽  
High Level

This article presents the implementation and the evaluation of the blended learning program Training of Lifelong Learning Adult Trainers, which was organized by the Center of Training and Lifelong Learning of the Aristotle University of Thessaloniki in Greece, during the last two years (2016-2017). The aim of the training program was to give the opportunity to adult trainers to certify their educational competence and update their knowledge in the field of adult education, enhancing their employability. After the completion of the program, the trainees assessed the implementation methodology, the educational content, the microteachings, the quality, and the organization of the program. The results of the evaluation showed that the program was of a high level, flawlessly organized, and with excellent educational material, while the blended learning model worked effectively, receiving positive reviews by the participants. It was concluded that blended learning is indeed adequate in adult educational programs increasing the participation and facilitating adult trainees to better integrate their learning experiences.

Lifelong Learning in Europe

2013 ◽  
pp. 387-404
Author(s):  
Harun Yilmaz ◽  
Sami Sahin
Keyword(s):  
Higher Education ◽  
European Union ◽  
Adult Education ◽  
Lifelong Learning ◽  
Leonardo Da Vinci ◽  
Formal Schooling ◽  
The European Union ◽  
Economic Competitiveness ◽  
Knowledge Based ◽  
Learning Programs

Lifelong learning has become an indispensable concept in our lives in the 21st century with the advent of technologies and the development of knowledge-based economies and societies. This concept has given a variety of names, such as lifelong education, recurrent education, and adult education. With the establishment of the European Union (EU), economic and civic issues have become more important in terms of social integration and economic competitiveness in Europe in 1980s. As a solution to these challenges, several lifelong learning programs were launched by the EU, including Erasmus, Socrates, Leonardo da Vinci, and Grundtvig. Since the Erasmus program covers university students in terms of a formal schooling period and staff in the higher education setting and people employed by private businesses, it seems a hybrid and prominent solution for lifelong learning in Europe. Therefore, after some information about lifelong learning and adult education are provided, how the Erasmus program works is explained, and some statistics are given to emphasize its importance for Europe.

Lifelong Learning: Attitudes of Slovenian Higher Educators toward Accreditation of Prior Learning Experiences

2008 ◽  
Vol 17 (4) ◽  
pp. 375-398
Author(s):  
Doris Gomezelj Omerzel ◽  
Nada Trunk Širca ◽  
Arthur Shapiro ◽  
Mateja Brejc ◽  
Steve Permuth
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Lifelong Learning ◽  
Education System ◽  
Higher Education Institutions ◽  
Learning Experiences ◽  
Educational Institutions ◽  
Prior Learning ◽  
Convenience Sample ◽  
The Impact

This article focuses first on fundamental trends weakening the European—specifically, the Slovenian—economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees’ skills. Learning and education have become an imperative for people wishing to upgrade their employability to counter increasing unemployment and the impact of an aging society. The study next addresses its purpose—to discover higher educators’ and folk high school educators’ perceptions of an initiative developed to address this social and economic problem, namely, by creating a lifelong learning approach to accredit informal and experiential learning experienced outside the formal higher education system. A national Slovenian conference was organized to focus on these issues. A convenience sample of participants attending this conference were asked to what extent they perceive and expect Slovenian higher education institutions and other educational organizations to accredit nonformal and experiential learning and what criteria and conditions are necessary for a successful initiative. The study explores the European social model, which aims to improve employability to avoid increasing the two-class social system of uneducated and undereducated citizens as the economy increasingly requires more highly educated employees. Although a third of the respondents were unaware of the issues of such an approach to lifelong learning, participants overall perceived that creating a flexible education system, including procedures for validating previous education and other forms of knowledge, should be one of the objectives of higher education institutions, as well as other institutions engaged in adult education. To be effective, the system must be developed and implemented in partnership with employers, individuals, and educational institutions. This article describes the situation with respect to recognizing prior learning in European Union countries and the Slovenian reactions to them. Moreover, it presents results of empirical survey research into the motivation of participants in educational institutions to cooperate in the system established to validate nonformal and informal learning. Respondents recognized a need for and supported developing a system of accrediting lifelong learning experiences. A lifelong learning policy appears to include the three dimensions of innovation, social inclusion, and active citizen participation. The concepts of the learning society, the knowledge society, and lifelong learning have been relatively slow to emerge to become significant influences in Slovenian higher educational attendees’ perceptions as national goals for higher education. A huge discussion among participants manifested support for such an enterprise as a social good, and they recommended forming a commission of higher education institutions to develop a system consisting of a common framework within which accreditation could be implemented to meet increasing social employment needs affecting Slovenian society, with one major criterion: that it be fair and just. Another recommendation was to include employers, individuals, and higher education reference groups in developing the system.

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