Interpersonal Communication Predispositions for Lifelong Learning: The Case of First Year Students

Abstract

The idea that learning continues throughout life, and cannot be confined to a particular age or place is a fact. This has led to the argument that individuals need to be active agents of their own learning. This has caused learning to be viewed as an individual attainment, with little attention to the role of interpersonal communication in advancing lifelong learning skills. With an attempt to bridge this gap, this paper focused on 205 college students' and five professors' thoughts on the interplay between our communication with others and lifelong learning. Considering their views as well as literature on interpersonal communication and lifelong learning, a thirty-item scale with four sub-domains was developed: learning reciprocity, perseverance, engagement with instructors, and motivation. This scale was then used with a total of ninety-two of first year students on two communication courses in the UAE. Results revealed that the students' scores were above average, indicating their relatively developed predispositions for interpersonal communication supporting lifelong learning. The project-based nature of the courses the students were registered in was thought to influence students' scores. Results are discussed, and recommendations are made for both classroom instruction and future research.

University Students’ Positive and Negative Perceptions of Lifelong Learning: A Metaphoric Analysis

“…Left unresolved, such feelings likely deter individuals from engaging in learning necessary for professional and personal development. Considering the interpersonal nature of LL (The European Council, 2006;Deveci, 2019;Lieb-Brilhart, 1978), this has the potential to impact their family members' and friends' learning negatively, too.…”

“…Against this backdrop, not only do individuals' perceptions of LL affect their skills and engagement in learning throughout life but they also impact the learning experiences of those with whom they are in close contact, e.g., their family members, colleagues, peers, and instructors. The latter is of particular importance considering the role of interpersonal communication skills in the enhancement of LL skills (Deveci, 2019). Indeed, the eight key LL competencies identified by the European Council in 2006 point to the place of interpersonal communication.…”

Adult Education: A Sustainable Model for the Reduction of Psychosocial and Educational Risks Caused by COVID-19

“…That is, we are facing an unprecedented situation in education [24], a methodological change whose flexibility lies in ubiquity, producing a change in how, when, and where student learning occurs [25]; where people are active agents of their own learning, a factor that, together with technological mediation, given their indisputable social and collective value [26], can provide greater access to lifelong high-quality learning experiences [27]. However, at the same time, the difficulties of the digital divide, distance education [28], as well as the lack of systematisation by institutions are evident.…”

Communication Competence in Mathematics: Analysis of the Evolution of Calculus Student Skills throughout their Freshmen Year

“…Learning requires effective use of personal communication skills. The idea that learning is a lifelong endeavor necessitates special attention to the role of interpersonal communication in making learning efficient, meaningful, and long-lasting (Deveci, 2019).…”