Lifelong Learning Process Research Articles

CONSTRUCTIVIST THEORY AS A FOUNDATION FOR THE UTILIZATION OF DIGITAL TECHNOLOGY IN THE LIFELONG LEARNING PROCESS

Lifelong learning, with the help of digital technology, possesses the capacity to offer individual significant advantages to individual learners. This paper examines both the diverse approaches to lifelong learning and the digital tools available to promote these strategies. The paper contains a review of some of the main articles pertaining to the fields of constructivism, digital technology, and the process of lifelong learning. Specifically, the authors intend to critically evaluate the utilization of rapidly developing digital technologies, such as computers, tablets, and mobile devices, within lifelong learning and their role as tools in promoting access to both practical and theoretical knowledge and in facilitating the communication of ideas within a global network, as per the constructivist approach. Hence, this article relies upon a specific definition of lifelong learning and an exploration of the notional foundation of what comprises lifelong learning and the environment in which their knowledge acquisition occurs. Thus, a framework for the present research is established wherein peer-reviewed studies concerning the use of social media by lifelong learners is explored, and extrapolating from the dual tenets of professional development and adult learning theory. Moreover, the authors additionally examine approaches to the notion of PLEs (personal learning environments) and PLNs (personal learning networks) as related to the selection of relevant lifelong learning strategies. The discussion is exemplified by cases ranging from video platforms to blogs and is simultaneously multidisciplinary and spanning diverse fields. Each example has applicability for lifelong learning and represents the characteristics of constructivism and its support within a web-based learning environment. It is thereby suggesting that effective and meaningful strategies supportive of the lifelong learning lifestyle can be achieved via welldesigned PLEs and PLNs.

Cultural Competence and Humility in Infectious Diseases Clinical Practice and Research.

Infectious diseases as a specialty is tilted toward social justice, and practitioners are frequently on the front lines of the battle against health inequity in practices that are diverse and sometimes cross international borders. Whether caring for patients living with the human immunodeficiency virus, tuberculosis, or Ebola, infectious diseases practitioners often interact with those at the margins of societies (eg, racial/ethnic/sexual/gender minorities), who disproportionately bear the brunt of these conditions. Therefore, cultural barriers between providers and patients are often salient in the infectious diseases context. In this article, we discuss cultural competence broadly, to include not only the knowledge and the skills needed at both the organizational and the individual levels to provide culturally appropriate care, but also to include "cultural humility"-a lifelong process of learning, self-reflection, and self-critique. To enhance the quality and the impact of our practices, we must prioritize cultural competence and humility and be mindful of the role of culture in the patient-provider-system interactions, in our larger healthcare systems, and in our research agendas and workforce development.

Desarrollo profesional del profesor de lenguas extranjeras a través de la colaboración transnacional y el uso de las TIC

Actualmente, en un mundo en constante evolución, una de las premisas en la formación de profesores es la necesidad de fomentar un perfil de docente en desarrollo profesional continuo. Los futuros profesores necesitan estrategias formativas para adquirir herramientas y habilidades que les capaciten para una formación autónoma a lo largo de la vida. Esta formación se lleva a cabo en una realidad social en la que las tecnologías tienen cada vez más un papel preponderante. Este artículo tiene como objetivo presentar un proyecto de innovación docente transnacional para el desarrollo profesional continuo de profesores de lenguas extranjeras a través de acciones formativas basadas en el desarrollo de la práctica reflexiva y el uso de las tecnologías móviles. Los primeros resultados muestran que el carácter transnacional del proyecto formativo y el foco pedagógico dirigido hacia la práctica reflexiva y el uso de las TIC en las estancias internacionales han permitido a los profesores en formación adquirir destrezas formativas, como un uso más eficiente de las tecnologías móviles o una mayor capacitación para enfocar la práctica reflexiva como herramienta para la formación continua.

Loyola University Chicago Stritch School of Medicine.

Loyola University Chicago Stritch School of Medicine.

Shanghai Library as a human capital developer for a knowledge-driven socio-economic environment

As an integral part of society, public libraries have been functioning as community centres that help enhance personal and professional skills development as part of an individual’s lifelong learning process. To that end, public libraries are sometimes regarded as the ‘people’s university’. Using a Shanghainese context, this study seeks to understand the effects of Shanghai Library in creating human capital for the local community. Through a quantitative questionnaire survey, this study focused on examining the perceptions and usage patterns of three different financially independent user groups – white-collar workers, executives/professionals and educators/cultural administrators – and, in particular, how Shanghai Library contributed to the lifelong learning of these three user groups. A total of 429 responses were collected for the study. The findings reveal that a majority of the respondents from all three user groups used Shanghai Library mainly for learning and studying, as well as enhancing job-related skills. In fact, the majority of the respondents regarded Shanghai Library as an ‘indispensable place’ for lifelong learning. This study offers a glimpse of how public libraries in China might build human capital for their local communities.

Eutagogoy Extended: A Conceptual Framework to Support Informal, Self-Determined Lifelong Learning for Older Adults

This paper reviews and then extends the concept of heutagogy, making a case for why and how it provides a theoretical and practical framework for understanding and facilitating informal, self-determined older adults’ online lifelong learning activities and processes. This discussion is situated within a unique research context, namely, older adults’ (retirees) use of online personal learning networks (oPLNs) to support their informal lifelong learning goals. From our analysis, there is evidence to substantiate the claim that heutogogical principles were manifest within an “ecology” of informal online learning.

Implikasi Program Parenting Terhadap Pendidikan Karakter Anak

<p><em>Education is a lifelong learning process that can be characterized by changes in behavior. The learning process in the learner and the results obtained are the ability to adjust to the environment and fulfillment of needs. Education can be held on formal, informal and non-formal channels. This form of education does not seem to be able to make character of the students. Formal education tends to emphasize cognitive aspects only. While informal and non-formal education is not able to provide an example to children so that they are not optimally developed psychologically. Especially education obtained from parents. Here the cause may lie in the lack of knowledge of parents about how to educate children well. On this basis it is very important that there is a parenting program in elementary schools. With the parenting program, parents will be able to educate and care for chil- dren properly and correctly so that children can become noble characters. This parenting program usually affects parents in their knowledge of how to educate properly, and has a great influence on the character of the child.</em><em></em></p>

ПСИХОЛОГО-ДИДАКТИЧНЕ ПІДҐРУНТЯ НАВЧАННЯ АНГЛОМОВНОГО СПІЛКУВАННЯ МАЙБУТНІХ ФАХІВЦІВ ФЛОТУ

Among the basic principles of the English-language communication skills development for future seafarers is the principle of consciousness. Being implemented in a teaching and learning process it provides understanding as a fundamental component of the future seafarers’ professional competence. As a result, all the aspects of language knowledge (linguistic, speech, and linguo-sociocultural issues) are processed by the students consciously. They also become able to communicate in full compliance with a communicative situation and a specific cultural context. Moreover, effective learning tactics and strategies that students master reasonably are expected to facilitate them in their further life-long learning process. The students’ age, which is characterized by psychologists as a young adulthood, has a tendency for intellectual development. According to the scientists, at this particular period of time the change of a development focus takes its place, caused by a crucial point in human evolution. The sophisticated identity crisis of 17-year-olds occurs owing to the mismatch between the individual development and the social situation. Another situation, mediated by the educational and professional activity, as a leading one for this age is recognized as a factor that activates the comprehensive personality transformation and starts a new stage of mental development in adolescence, resulting in the intellectualization of all the cognitive processes, and therefore to a more deliberate mastery of knowledge.

MOTIVATIONAL FACTORS INFLUENCING INDONESIAN STUDENTS IN UNDERTAKING A MASTER’S DEGREE

Education is one of the necessities for cultivating people and the country. It cannot be separated from human life since it is considered as a life-long learning process without limitation. Students have different reasons, factors, and motivations to study a Master’s Degree. This study aimed at investigating motivational factors that impact Indonesian students to undertake a Master’s Degree in English Education. Mixed methods research design was employed to identify and understand the specific information focusing on students’ motivation. The data were collected through questionnaires and in-depth interviews. Graduate students studying in the first semester of the English Education Master’s Program at Sanata Dharma University, Yogyakarta, participated in this study. The obtained data were analyzed using descriptive statistics and displayed in the mean score and the level of motivation. The findings indicated that, in general, students were intrinsically motivated in embarking on their Master’s Degree (m=3.99), with a high level of intrinsic motivation. The data from the interviews revealed that at least three motivational factors were influencing students in pursuing a Master’s Degree, namely personal, environmental, and profession-oriented factors. This study provides suggestions for future research.

Promoting media literacy learning - a comparison of various media literacy models

With our paper we analyze four renowned media literacy models from Germany, UK and USA to derive, through comparisons, the necessary core competencies which apply to all professions and that are valid across disciplines. In the results, as key-competencies, we identified critical analysis as essential to be able to act as self-determined individuals in so called mediatized societies. Further results show that media literacy learning can be developed in formal learning settings, as well as in non-formal and in informal learning settings that complement each other. Media literacy promotion is therefore a cross-disciplinary task for all kinds of professionals in the educational and social systems. With referring to the concept of mediatization, we also show the deep social impact of media on people’s lives and explain why it is helpful to see media literacy learning as part of lifelong learning. We finally conclude, that the terms «teaching media literacy» and «media literacy education» are no longer applicable. Instead, we highly recommend the terms «promoting media literacy» and «media literacy learning». By seeing media literacy learning as a cross-disciplinary task and as a process of lifelong learning, our findings can help to unify discussions about media literacy on a global level.

Stakeholders’ Perceptions of Implementation of a Comprehensive School Physical Activity Program: A Review

The Comprehensive School Physical Activity Program (CSPAP) is a whole-school model for increasing opportunities throughout the school day for access to physical activity (PA). Opportunities for PA during the school day are an important part of the field of kinesiology and critical to individuals’ developing patterns of lifetime PA. Guided by Guskey’s theory of teacher change, this scoping literature review summarizes findings from 29 studies that collected data concerning the perceptions of stakeholders in a CSPAP. Teachers’ lifelong learning process is the focus, including K-12 classroom and physical education teachers and students, as well as current preservice classroom and physical education teacher education students and education faculty at teacher-preparation institutions. Positive perceptions of CSPAP programs were reported by all stakeholder groups. Although studies often include barriers to implementation, the stakeholders generally shared strategies to overcoming these and focused on benefits to the school setting that the researchers explained in their discussions.

Teacher Training and Skill Enhancement in India using Innovative Techniques

In the present workforce, it is observed that most people are either unskilled or they find their jobs to be redundant or changing so rapidly that their skills become irrelevant. Earlier research suggests that the present-day education system is marksoriented, based mostly on rote learning, and does not train people with the skill sets required by the industry, thus creating a skill gap. Prior research points out that academicians and industry should work together to bridge this gap. In India, various initiatives have been undertaken by the Indian government, like "ITI Finishing Schools" which are implemented with the help of the Confederation of Indian Industry,or initiatives like "Skill India" and "Startup India", which focus on skill development. Quality education and training are the strategic necessities that can deliver employment skills. As a part of skill enhancement, an employee should not only plan for the skills required for the automated world, but also acquire those that go beyond technical competence. Researchers observed that generic skills like creativity, innovation, imagination, decision making, analytical skills, and design skills will take up the priority spots on the employer's agenda. These skills have to be encouraged in the coming years and should be included in the course of formal education. To handle this daunting task, teachers have to anticipate and plan their activities, which would enhance their students' creativity. This asks for the skill development of teachers in the form of on-the-job training while performing regular teaching duties, which is a lifelong learning process. It has been observed that the children educated through Finnish education system have been doing consistently well. Their skill anticipation and teacher training programs have been yielding good results. So, would it be possible to adapt their model to train teachers in India? If so, then how effectively? What changes need to be incorporated for implementing the same in Indian conditions? This research paper attempts to do a comparative study of education systems prevalent in Finland and India, with emphasis on teacher training and skill enhancement. In the process, also find ways for sustained development of prominent stake holders in education.The paper is based on analogies between Finnish education systems and Indian initiative towards quality education in the form of Draft National Education Policy 2019. The paper outlines the comparisons and possible changes in the Indian education system, based on the review of various literature available today.The conclusion is that, though Finnish education system cannot be adapted as it is in the Indian scenario but can definitely be implemented in certain areas which have been mentioned in the recommendations.

The beneficial role of government accounting literacy in developing participatory citizens

ABSTRACTThe aim of this study is to bring under the spotlight the need for a broader public sector accounting education plan that would facilitate the development of participatory citizens. The study develops a conceptual framework that links citizens’ government accounting literacy with various community-related decisions and in particular citizens’ voting decisions during election periods, building on democracy, democratic participation and the image of the ‘participatory citizen’. It is suggested that democratic participation could be enhanced by educating citizens on issues of public sector accounting, making them able to understand, monitor and evaluate the performance of public administrations. Furthermore, the study discusses ways of enhancing citizens’ government accounting literacy through the provision of public sector accounting education in a continuous life-long learning process. In particular, the introduction of school courses that would target citizens’ education on these aspects from an early age is discussed.

New teaching strategies from student teachers’ pedagogical conceptual change in CALL

Previous studies rarely explored the involvement of student teachers in using computer-assisted language learning (CALL) to generate new strategies for future teaching. This longitudinal study involved ten student teachers in a CALL teacher training program where they experienced pedagogical conceptual change and created new teaching strategies to solve teaching problems in CALL classrooms. The student teachers’ study reports, feedback on the development of online systems, collaborative dialogues from system meetings, and a semi-structured interview were analyzed by content analysis, showing the changes of the ten student teachers’ pedagogical concepts toward teaching strategies. Three main pedagogical conceptual changes emerging from these student teachers include: (1) creating new CALL teaching strategies to support students’ learning in overcoming difficulties in learning English as a foreign language; (2) obtaining new experiences in applying CALL knowledge into teaching practice and system improvement; (3) engaging in role reversal among teachers, system designers, learners, and facilitators. This study suggests that the breakthrough of CALL teacher education involves student teachers in switching perspectives and roles and engaging in collaborative and experiential learning to generate insights for new teaching strategies in a life-long learning process.

Recruiting Underrepresented Students for Nursing Schools.

Preparing a richly diverse nursing student population is essential to improving health outcomes for the nation and achieving a robust supply of health-care providers who better reflect the society we serve. As the U.S. population becomes more diverse, cultural competence is necessary among health-care professionals in order to practice with cultural humility. Cultural humility refers to a commitment and active engagement in a lifelong learning process that allows individuals to better meet the complex health-care needs of patients, communities, and colleagues. The design of an effective recruitment strategy should be driven by the mission of the educational institution and aligned to reflect the targeted population of potential students. Recruitment efforts and activities should be designed to improve the ability to attract a diverse population and more firmly establish a continuing pipeline of possible students. This article presents strategies such as building relationships and partnerships with 2-year community colleges with upper division nursing programs, and employing technology solutions to enhance recruitment and admissions of a diverse pool of applicants. Technology solutions can help manage large applicant pools, help staff coordinate a communication campaign so there is frequent contact with prospects, and capture notes throughout the recruitment process that can be utilized in a holistic admission strategy. Recruitment is the first step; to address retention, students must be welcomed into an inclusive learning environment where they can successfully advance, in order to achieve the goal of a more diverse nursing workforce.

Shape Up or Shape Out: The Case of Lecturers Unfit for the Modern Classroom

Sustainable Development Goal (SDG) number four is quality education for all and the Commonwealth Education Report (2019) underscores the central position of this goal in powering the achievement of the entire 2030 agenda. Top among the issues attendant to quality education is quality teachers who are able to function and deliver in line with the principles of the heutagogical approach where learners are considered autonomous and learning is seen as self-determined. However, the majority of instructors serving in Kenyan classrooms at all levels today are products of old, teacher-centred approaches of content delivery and have faithfully carried on the practice to their charges. This situation is aggravated by inadequate or non-existent facilities in the way of technologies that would open up education by means of open delivery not confined to the traditional classroom. All these facts work against the envisaged quality education for all and fail to inspire the global goal of education as a continuous lifelong learning process since the learner is reduced to a consumer of knowledge that has been created elsewhere. These issues are relevant in Kenya, a country that is yet to adopt in serious practice the concept of the Open University. This paper aims to assess the preparedness of Kenyan university lecturers as instructors in an educational platform that is rapidly becoming open, global and technology-based. It also seeks to assess their present abilities or lack there-off to embrace technology to promote their effectiveness as instructors. The study also assesses the lecturers’ attitudes towards the paradigm shift and what it means for them as contributors to the achievement of SDG 4. The study will be conducted on a random sample of lecturers from Kenyan universities. The findings of the study will identify gaps and inform policy formulation regarding in-service staff training and development. Keywords: Information Communication Technology (ICT); Technology-Based Instruction (TBI); Open Education Resources (OER); Teacher-centred DOI: 10.7176/JEP/11-6-26 Publication date: February 29 th 2020

Cross-Cultural Social Work: A Critical Approach to Teaching and Learning to Work Effectively across Intersectional Identities

AbstractAll relationships in social work education and practice constitute sites of cross-cultural exchanges. In keeping with the profession’s social justice mandate and anti-oppressive principles, it is fundamental for emerging social workers to begin the life-long learning process of developing a congruent composite of awareness, values, knowledge and skills essential for working effectively across diverse social locations and intersectional identities. Grounded in a social justice framework, this article engages critically with the concept of cultural competence in social work pedagogy, explores the significance of diversity and intersectionality in social work education and proposes a multidimensional model for teaching, learning and evaluating cross-cultural sensitivity and responsivity in the social work class-room.

Active citizenship in Europe: the role of social capital

PurposeThe purpose of this paper is to show if and to what extent in the EU countries the probability of being an active citizen depends on individual/household social capital endowment, other than on individual/household socio-economic characteristics. The paper provides a deeper insight of the determinants of active citizenship due to the growing concern of the European Commission with citizens’ issues.Design/methodology/approachThe core of the paper, which adopts a micro-level perspective, is an empirical analysis, based on a logistic model, of the EU-SILC 2015 survey data.FindingsThe statistical analysis reveals that individual/household social capital, other than individual/household socio-economic characteristics, represents an important prerequisite for a citizen to be defined as “active.”Research limitations/implicationsThere may be a possible reverse causation between active citizenship and social capital, making this last endogenous. Therefore, results should be taken with some cautions; nevertheless, the estimated effects of the individual/household socio-economic characteristics are coherent with the literature, giving strenght to the results obtained in estimating social capital effects.Practical implicationsThe results show that active citizenship could be enhanced by promoting “desirable” aspects of social capital through specific policies addressed to raise people’s civic and political awareness, active solidarity and connectedness and cooperation between individuals within the communities for their own benefit. Moreover, a crucial role in enhancing active citizenship can be undoubtedly played by a lifelong learning process, from school to adult age, directed to maintain and acquire skills as drivers for active citizenship.Originality/valueThis study fills a significant gap in the literature, since so far little attention has been paid to individual/household social capital endowment as possible determinant of active citizenship.

ПРОБЛЕМА РАЗВИТИЯ КУЛЬТУРНОЙ САМОИДЕНТИЧНОСТИ ПРИ ОВЛАДЕНИИ ИНОСТРАННЫМ ЯЗЫКОМ ВЗРОСЛЫМИ

The article deals with the problem of cultural identity in mastering a foreign language by adult students during the lifelong learning process. It reveals the meaning of the terms “self-identity”, “self-identification”, “cultural identification”. The problems of forming students’ intercultural competence, a deep view of their native culture, and awareness of their own ethno-cultural identity are discussed. The article reveals the potential of the discipline “Foreign Language” for the development of cultural identity, defines the role of linguistic education in enriching the individual picture of the world of students in the comparative context of different cultures. Recommendations on the organization of the pedagogical process in line with the current trends of the Federal Project “Education” are offered. The article highlights the stages of teaching foreign languages within the framework of the intercultural paradigm. According to the authors, cognitive-intellectual, emotional and behavioral components should be included in the educational process aimed at developing cultural self-identity. The authors consider the development of cultural self-identity of adults as a basic principle of continuous self-education. For the purpose of its practical implementation, cross-cultural trainings are used, namely, the creation of communicative situations, role-playing game, webinar, coworking and project. The development of distance education makes it possible to successfully implement webinars in the educational process, which make it possible to reach a wide audience and attract native speakers more easily. The co-working technology helps to create a creative atmosphere, quickly helps participants establish contact and establish friendships. The project activity allows one to thoroughly work out and analyze a specific task, search for conditions and methods aimed at achieving a practical result. The authors conducted experimental training in two blocks at Nizhny Novgorod Dobrolyubov State Linguistic University and OJSC “GAZ” in order to test the possibility of using various cross-cultural trainings for the formation and development of self-identity of adults when they master a foreign language. The results were evaluated by tests on the skills and abilities of cross-cultural communication, as well as a questionnaire of the audience’s evaluation of their ability to enter into intercultural interaction and develop self-identity. Thus, the authors come to the conclusion that mastering a foreign language from the point of view of the development of cultural identity of adults should be built on a contrast-comparative basis using various cross-cultural trainings that include materials of a comparative nature.

Značaj neformalnog obrazovanja za privredu Srbije

Adult learning and education are an important component of the lifelong learning process, integrating different forms and programs of non-formal and informal learning. This area of learning encompasses a variety of content, from literacy and general skills, through vocational education and training content, to family, civic, environmental, media, leisure education, and many other areas whose priorities depend on the specific needs of each country . The formal system does not meet the needs of the individual or community to learn. Due to the inability of formal education to monitor changes in education resulting from the rapid development of science and technology, as well as economic and social changes, informal education has emerged. This education is an essential and necessary complement to formal education. Non-formal education is defined as any organized educational activity outside the existing formal system, which serves specific users and learning objectives. Non-formal education is provided through activities such as courses, seminars, lectures, conferences, workshops, various types of training, as well as volunteering. The field of non-formal education is very important in Serbia, it enables persons who have not completed formal education or have finished school with which they cannot find a job in the profession, to actually retrain in the process of non-formal education to perform some of the more demanding jobs, or to apply for a job in Serbia, or looking for a job abroad.