Value Of Lifelong Learning Research Articles

The Influence of Lifelong Learning on Life Satisfaction and Successful Aging in Older Adults: A Narrative Literature Review.

To explore the association between lifelong learning (LL) and successful aging and discover ways that primary care nurses (PCNs) may facilitate successful aging by promoting LL. A narrative review of international evidence from Google Scholar, PubMed, CINAHL Plus, Ovid, and ProQuest was conducted. Twenty-one articles were reviewed. A theoretical framework supported by Troutman-Jordan's theory of successful aging and Baltes and Baltes' model of selection, optimization, and compensation were implemented to examine and illustrate findings. Evidence consistently showed a positive correlation between LL and successful aging. Promotion of successful aging is an important consideration in PCN practice. This study brings awareness to the value of LL in achieving that goal. Incorporating strategies, such as encouraging creative activities and healthy behaviors, cultivating positive perceptions about aging, and helping patients meet their perceived needs, fosters coping with growing older. [Journal of Gerontological Nursing, 50(8), 11-17.].

Skateboarding, Time and Ethics: An Auto Ethnographic Adventure of Motherhood and Risk

ABSTRACT As a 52-year-old academic and mother of three, this research explores the ethics of the question ‘do I have time to go skateboarding?’ Using the themes of time, injury, ageing and learning, it explores the question in relation to Simone de Beauvoir’s ethics of ambiguity. The approach employs autoethnographic and sensory methods to document the authors own experience of learning to skateboard in her late forties and uses learning to skateboard as a vehicle from which to consider time and productivity. Embracing Beauvoir’s ethics of transcendence in navigating the psychological burden of ageing and informing the ongoing methodological approach required for making time to play, the author subverts ideas of progression and knowledge acquisition from childhood to adulthood and explores instead the converse transition from adult to child. The article draws conclusions about the value of lifelong learning and what expanded ideas about productivity mean for our ethical positioning in the world. How being in the skatepark together requires an ethical contract between skateboarders, an unambiguous ethics of being together where adhering to a system of unwritten rules means that everyone has enough space to stay safe. Risk and the time implications of injury are explored throughout in terms of the choices we make at different stages of our lives as we navigate a balance between personal desire and social good.

Dismantling the structural ageism of ‘ageing in place’ to ensure ‘ageing in the right place’

Dismantling the structural ageism of ‘ageing in place’ to ensure ‘ageing in the right place’

Experiences of post-traditional students in age-diverse student affairs preparation programmes

The value of lifelong learning and alterations in course delivery modes and programme structures of graduate education to include evening and weekend coursework have increased the presence of multiple generations in educational settings ( Sánchez & Kaplan, 2014 ). In a number of fields, such as business and public administration, age diversity in graduate education is common. Historically, for student affairs preparation programmes (SAPPs), however, age diversity was still not consistently seen across programmes. However, as age diversity increases in SAPPs as programmes restructure to appeal to students with a variety of life experiences, opportunities to embrace intergenerational learning become available. This qualitative study explored the experiences of 13 post-traditional master’s degree students in SAPPs across the U.S. to understand their experiences in a multigenerational academic programme and how they navigate generational difference. Three themes emerged: honouring lived experiences in the educational experience, generational differences in understanding diversity and social interactions across generations in a community of learners. Recommendations for SAPP faculty to negotiate generational differences in learning spaces are provided.

THE USE OF CONTINUOUS TRAINING IN THE MANAGEMENT OF A MODERN ORGANIZATION’S PERSONNEL

The urgency of the problem of continuing education in the modern organization of personnel management system due to funding problems and the desire of organizations to minimize their costs. The purpose the article is the emphasis on lifelong learning values in the personnel management system in order to develop the competitiveness of the modern Russian enterprises. Particular attention is given to forms of learning algorithm of curriculum and program development, the main stages of training and assessment of acquired skills. The organization of lifelong learning are identified and properly formulated learning objectives, which, like any goal in the management of activities, must comply with the SMART principle, that is, to be specific, measurable, agreed, realistic and time-defined.

The benefits of embedding experiential learning in the education of planners

In a future of complexity, uncertainty and fragmented governance we envision planning graduates who will be better prepared for the real world of planning as a result of an experiential learning (EL) approach in undergraduate tertiary education. In this paper, we present the findings of an Australian research project in which planning educators developed and tested a range of experiential planning principles based on sound pedagogical theory. Embedding EL principles and activities within the planning curriculum provides a structured programme of engagement between theory and practice over the four years of an undergraduate Australian planning programme, including opportunities for work-integrated learning. Students gain experience in negotiated decision-making involving a wide range of interactions with planning practitioners. Students become more adaptable—cognizant of mechanisms influencing change, and recognize the value of lifelong learning founded on critical reflection. We propose that a more systematic approach to integrating experiential learning in tertiary planning education culminating in ‘work integrated learning’ would provide a vehicle for further partnerships with responsive local practitioners and communities. Finally, this paper also argues that applying experiential learning does not compromise the quality of planning education based on greater academic rigour.

An assessment of the effectiveness of a classroom activity designed to teach the value of lifelong learning

Many agree that educational systems should instill in students the value of lifelong learning (LLL), but few have suggested how to accomplish that or how to measure the effectiveness of those curricular initiatives. We developed a technique intended to strengthen students' beliefs about the value of LLL and piloted use of a recently developed scale to assess changes in commitment to LLL. Using a quasi-experimental procedure, we presented students with faculty members’ career biographies describing their personal career paths, including how they learned from their experiences and how they had to adapt and adjust to changing circumstances. To assess beliefs about LLL, students completed Bath and Smith's Propensity for Lifelong Learning (PLLL) scale. We found that students who listened to career biographies had significantly stronger beliefs regarding the value of LLL than the students who were not exposed to the career biographies. We concluded that listening to career biographies strengthened commitment to LLL and that the PLLL scale is a useful outcome measure of this commitment. We discussed limitations and future directions of our method and measurement instrument.

Mentoring Can Be an Effective Professional Development Experience to Enhance or Expand Your Career

As recently as the 1980s, education was not universally approached as a lifelong process except to maintain certification, but at present, dietetics practitioners are keenly aware that lifelong learning has evolved from simply being important to something that is essential to achieve professional success. 1 Duyff R. The value of lifelong learning: Key element in professional career development. J Am Diet Assoc. 1999; 99: 538-543 Abstract Full Text Full Text PDF PubMed Scopus (24) Google Scholar In fact, in 1980, Malcolm S. Knowles, a noted educator often referred to as the “father of adult learning,” predicted that lifelong learning would inevitably become the organizing principle of education, and a few decades later, the term lifelong learning is part of the everyday vernacular in education circles, with many university departments featuring the title lifelong learning and offering courses on this topic. 1 Duyff R. The value of lifelong learning: Key element in professional career development. J Am Diet Assoc. 1999; 99: 538-543 Abstract Full Text Full Text PDF PubMed Scopus (24) Google Scholar , 2 Collins J. Lifelong learning in the 21st century and beyond. Radiographics. 2009; 29: 613-622 Crossref PubMed Scopus (47) Google Scholar

A Capstone Wiki Knowledge Base: A Case Study of an Online Tool Designed to Promote Life-Long Learning through Engineering Literature Research.

This article reports the results of a case study in which an experimental wiki knowledge base was designed, developed, and tested by the Brill Science Library at Miami University for an undergraduate engineering senior capstone project. The wiki knowledge base was created to determine if the science library could enhance the engineering literature research experience of a senior capstone class in an innovative manner. In doing so a precedent was set for supporting all of the School of Engineering and Applied Sciences accreditation efforts to promote the life-long learning outcome. The results of a usability test are also reported. Wiki development is discussed, test results are analyzed, and design modification needs are identified. User feedback indicates the library-generated online research tool offers a dynamic and practical means for engineering librarians to promote their collections and the value of life-long learning. Implications for technology librarians and related research are discussed. Reprinted by permission of the publisher.

Toxicology has to use opportunities given by Bologna reform of higher education

The aim of this paper is to provide an insight into the past, current and future state of education in toxicology. Curricula in toxicology and environmental sciences at some European Universities are presented and discussed in the light of the 1999 Bologna reform. One of the key points in the Bologna reform is establishing a European Credit Transfer System (ECTS). An ECTS credit should reflect the expected learning outcomes of a student and should also be prospective of the value of lifelong learning. The Bologna reform encourages cooperation among institutions of higher education, recognition of variety of types of formal and informal education, implementation of lifelong education, joint programs and mobility. The other important point of Bologna reform is introduction of a new Master's level curricula for professional specialization which should be adapted to the specific skills demanded by the society. Such Master's level with competence based curriculum is a turning point in organizing toxicological education, which is necessary for the development of the profession. In addition, promotion of European cooperation and quality assurance within higher education could significantly benefit to toxicological education. The new Bologna education scheme appears to be suitable to direct toxicology toward a modern interdisciplinary profession capable of dealing with present and future challenges.

Gender, culture and learning: Iranian immigrant women in Canadian higher education

This article explores the situated meanings of literacy and lifelong learning in the lives of a selected group of first‐generation immigrant Iranian women in Canadian institutions of higher education. Drawing from the participants' narratives, the results of this study suggest that, for these women, lifelong learning was greatly influenced by their early socialization experiences and was negotiated in the face of challenges that cross the faultlines of culture, gender, and otherness. Data analysis revealed three major themes: the interconnection between culture and women's perceptions of the value of lifelong learning in their lives; learning and education as a ‘gendered’ process; and learning as a discourse of empowerment. The results of the study showed that while immigrant women benefited from opportunities in the host country, they also questioned Diasporic Iranian cultural assumptions about literacy, gender, and identity.

The Value of Lifelong Learning: Key Element in Professional Career Development

The Value of Lifelong Learning: Key Element in Professional Career Development

Exploring Business Skills: an innovative approach to promoting lifelong learning

The article describes an innovative module designed for the HND Business Studies/Administration courses in the Nottingham Business School. Several features of particular interest, for example an explicit focus on skills development, incorporation of lifelong learning values and skills, vertical integration within an overall programme and horizontal integration with same level modules, non‐standard approaches to and methods of teaching and learning and student involvement in assessment are highlighted and examined in detail. The context which gave rise to the module is also explored as is the module development process. This provides some valuable and transferable insights. Early experiences of implementing the module are also included and form the basis for examining some of the operational implications of adopting innovative approaches. Although not primarily concerned with arguing a particular theoretical position, the article makes reference to appropriate literature to both support and assess the rationale of such a module.