A New and Dynamic Phenomenon for Higher Education: Life-wide Learning

Soylu, Buket Aslandağ; Yelken, Tuğba Yanpar

doi:10.1016/j.sbspro.2014.01.639

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…Evans (2013) pursues a similar theme, presenting it as an individual drawing on "accumulated, layered and multifarious biographical resources" which are effectively a "distillation of learning processes" (p. 18) that enable the individual to shape their own life and create a platform off which to extend their learning. Soylu and Yelken (2014) make concrete that "life-wide learning represents the fact that learning can take place in all fields of the life such as work, family, travelling, volunteering, etc." (p. 2703).…”

Section: Adult Education: a Key Dimension Of Learning Neighbourhoodsmentioning

confidence: 99%

Learning Neighbourhoods

Tuama

2020

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Cork Learning City is piloting a programme called Learning Neighbourhoods. While it is an evolving model, it has potential for animating a culture of learning that is community based and with the prospect of giving ordinary citizens a chance to contribute both to broader issues at city level as well as to significant global debates of the day. The Learning Neighbourhood concept is essentially about collaboration and coalition building, extending networks and prioritising learning (horizontally and vertically) among and between generations and the positive leverage of all and every resource to enhance the process. It is a community building concept articulated through learning. Learning is not something abstract and removed from the practicalities of living. Learning encapsulates the four types of capital, human, social, identity, and cultural; it also extends to capacity building, resilience, and the challenges of the sustainable development goals (SDGs). This paper contextualises the theory and practice informing Learning Neighbourhoods.

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Section: Adult Education: a Key Dimension Of Learning Neighbourhoodsmentioning

confidence: 99%

Learning Neighbourhoods

Tuama

2020

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“…Life-wide learning is informal learning that takes place in different environments and through diverse experiences that students may encounter in their lives beyond conventional classroom settings and in socialization (Desjardins, 2003;Leung, 2008;Rubin, 2002). As part of the paradigm of life-long learning, life-wide learning has been increasingly recognized as being able to stimulate students' overall personal, cognitive and social development, and is often incorporated in higher education in order to prepare graduates for the challenges of the complex world (Soylu & Yelken, 2014). In the context of language learning, this may translate as a wide range of activities in various settings that can foster the development of students' overall ability to use the target language for real-life purposes other than assessments.…”

Section: Theoretical Foundation Of Caple's Programmementioning

confidence: 99%

Student Preferences and Expectations: Some Practical Tips for Designers of English Enhancement Programmes

Yeung¹,

Li²

2018

ELT

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As one of the essential skills for success in work and studies, English communication is often made a key component in the GE curriculum of tertiary study programmes. In addition to the provision of required English proficiency courses, many tertiary institutions have established English centres of some description to promote English learning on campus. Yet from students' perspective, what kinds of programmes and activities should be offered, and how they feel about these initiatives is not very widely discussed in the existing literature. This paper aims to address these questions with practical experiences gained from a project to establish an English language enhancement centre by one self-financing tertiary institution in Hong Kong. Funded by the Quality Enhancement Support Scheme (QESS), the centre, titled the Centre for Academic and Professional Language Enhancement (CAPLE), was set up in March 2016. Cognizant of the benefits of life-wide learning, independent learning and collaborative peer learning, CAPLE offers a series of workshops and various kinds of English and culture learning activities that adopt these pedagogical approaches.Centre usage figures and user feedback were continuously collected for evaluative purposes. Data collected through student diaries, online surveys, usage records of the online programmes and other resources and a focus group interview showed varying levels of popularity of different types of workshops/activities, suggesting there is a need for programme designers to have a more realistic view about students' actual English learning needs and learning motivation. Recommendations are made accordingly for more economical use of resources.Keyword: English language enhancement, programme design, instrumental motivation, Hong Kong, higher education Background Inadequate English Proficiency for Tertiary StudiesUnder the forces of globalization, English has become ever more important as a medium of communication for business, academic, professional and social purposes, and there is little doubt that mastery of the language can provide a competitive edge for college graduates in their future pursuits. However, English is often treated as a school subject with a set syllabus in secondary schools in Hong Kong, which may make it difficult for students to see its relevance to their future careers, further studies or social life. Misunderstanding of the nature of the subject may lead to the adoption of an inappropriate and ineffective approach to English learning, resulting in a vicious cycle of frustration and demotivation. Therefore, as students reach a tertiary level of study, many of them find their English inadequate for the heightened demand for a strong command of the language for academic and professional purposes, especially for those who come from schools with Chinese as the medium of instruction. This is reflected by their struggle in courses requiring substantial use of English and in obtaining the required results in English tests and examinations; the problem is more ...

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“…In the field of education, Jakobi (2007) stated that dynamics are changes and movements in the field of education that occur continuously and affect many aspects of life. According to Soylu and Yelken (2014), phenomena occur in the world of higher education due to efforts in adapting developing issues. Even the dynamics in higher education occur in different portions in different parts of the world.…”

Section: Introductionmentioning

confidence: 99%

“…Even the dynamics in higher education occur in different portions in different parts of the world. Soylu and Yelken (2014) continued in their statement that there are new activities in universities such as continuing education, technology transfer and research exploitation that are expected to produce something new in the last decade. This shows that there are trends and reforms in higher education which in practice vary according to the situation and understanding of the institution.…”

Section: Introductionmentioning

confidence: 99%

Dynamic System Model: The Effect of Campus Facilities on the Quality of Scientific Publications of Graduate Students

Rahmaniar¹,

Muljono

Ahza

2023

j. ilm. peningkatan mutu manaj. pendidik.

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Abstract Starting from the circular of the Dirjen Dikti Number: 152/E/T/2012 concerning the publication of student scientific work, the Indonesian government encourages students to play an active role in conducting research publications. The quantity of scientific publications carried out by students must also be followed by good quality. In the world of education, the quality of scientific publications can be seen from the categories of research outputs and how the factors affect the field of research. Campus facilities are said to be one of the important factors in supporting the quality of student research publications. Because not only physically, non-physical facilities are considered very important to improve student competence and capabilities, for example in the form of training. Dynamic system analysis is a research methodology that can capture the condition of a quality management system. In this study the dynamic system was used to look at the quality of research publications conducted by postgraduate students, to see how facilities could affect the quality of student research publications.

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A New and Dynamic Phenomenon for Higher Education: Life-wide Learning

Cited by 4 publications

References 2 publications

Learning Neighbourhoods

Learning Neighbourhoods

Student Preferences and Expectations: Some Practical Tips for Designers of English Enhancement Programmes

Dynamic System Model: The Effect of Campus Facilities on the Quality of Scientific Publications of Graduate Students

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