How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students

Abstract

We investigated curricular conditions and educational practices that influenced the development of life-long learning orientations among 405 undergraduate students. Results suggest that growth in life-long learning orientations was facilitated by instruction that included opportunities for reflection, active learning, and perspective-taking and that provided students with opportunities for positively interacting with diverse peers. Negative diverse peer interactions were found to stifle development. Implications for researchers and practitioners are discussed.

Experiencing the Unexpected: Toward a Model of College Diversity Experiences and Attitude Change

“…Contrary to research on positive or neutral interactions, negative diversity experiences are adversely related to a wide range of attitudes and perceptions, including concern for the common good, importance of civic contributions, support for institutional diversity, and concern about social inequality (e.g., Hurtado, 2005). These negative effects are observed not only for attitudes and perceptions, but also for cognitive outcomes (Mayhew & Engberg, 2010;Mayhew, Wolniak, & Pascarella, 2008;. However, the psychological processes through which negative diversity experiences influence these outcomes are unknown.…”

The Effect of Teacher Professional Development in Raising the Quality of Teaching (Pilot Research)

“…In the XXI century, the motivation for lifelong learning and the ability to participate productively and responsibly in a diverse society is a crucial component for the success of teachers at their work (Mayhew, Wolniak, & Pascarella, 2007). The educational psychologists recognize that learning and development are inside and outside of the school, within family, at work and in other contexts.…”

Factors Supporting and Preventing Academics from Becoming Lifelong Learners

“…Similar studies also ğoint out that academics have the desire to learn and improve themselves continuously (Ayç iç ek, 2016), and they attach importance to lifelong learning in order to continue their professional self-confidence and renew their academic knowledge (Haseski&Odabaşı, 2016). In a similar way, Lederman (1998) resulted in his study that the reasons for professional development are internal needs and desire to follow the current affairs. Meanwhile, subject title and specialties are found out to be influential in determining the learning activities.…”