Lifelong learning tendencies of trainers in adult education

Şentürk, Şener; Duran, Volkan

doi:10.11591/ijere.v9i1.20365

Cited by 5 publications

(6 citation statements)

References 7 publications

(10 reference statements)

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“…The remaining components were scored moderately. Although that is not a bad result, it is worth paying attention to the data in the sense that a lack of skills in goal-setting or in self-direction might lead to a drop in motivation to learn, particularly in the adult population (Sentürk & Duran, 2020). Similarly, not participating in the process of self-evaluation, including in formal environments, may prevent the development of optimum skills for LLL (Deveci, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Lifelong learning is characterized by being a conscious, person-centered action, the social and collaborative nature of which is particularly important (Grokholskyi et al, 2020). In this regard, the PLE approach may be complementary in successfully achieving the skills and carrying out the main activities of LLL, which are extremely important for formal and informal educational processes (Sentürk & Duran, 2020). Using the characteristics of LLL and PLE as a reference, we carried out a study to identify and evaluate the connections between the two concepts, and the implications of that on students' higher education.…”

Section: Study Objectivesmentioning

confidence: 99%

“…Studies on LLL have based their attention on the definition of the concept and the analysis of its influence and intrinsic association with the political and economic spheres (Erçetin et al, 2019), as well as occupational and social development (Barış, 2018;Tchamyou, 2020). Studies have also been done with university students (Kirby et al, 2010;Demirel & Akkoyunlu, 2017;Kaya, 2020), adult apprentices (Hansen et al, 2019;Sentürk & Duran, 2020), and even on the skills teachers need to promote LLL (Seijas et al, 2016;Kan & Murat, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Lifelong learning and personal learning environments: a productive symbiosis in higher education

Martínez¹,

Sanmamed

Carril

2023

Rev. complut. educ

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The aim of this study was to analyze lifelong learning (LLL) and its relationship with the educational approach of the personal learning environment (PLE). In the last year students do various degrees at a university in Costa Rica. METHOD. Using a non-experimental, transactional design, we applied a probabilistic questionnaire where the representative sample was (n=1187). RESULTS. The results show that the LLL scale used is a valid, and the tool used to explore the topic is reliable. In addition, we saw a moderate inclination towards lifelong learning in the students, mainly about all the application capability of new knowings and skills in practical surroundings, and how they relate to the new learning with previous acquisitions. DISCUSSION. It is observed a significant relationship among this training approach and personal learning environments, characterized by the use of the potential offered by technological tools. It has been found significant differences by gender, knowledge area, academic performance, and internet connection hours. Among the conclusions, it is pointed out that the universities must foster the linked competences with LLL to boost the PLE of the learners and propitiate its optimum social and professional insertion along their vital route.

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Section: Discussionmentioning

confidence: 99%

Section: Study Objectivesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Lifelong learning and personal learning environments: a productive symbiosis in higher education

Martínez¹,

Sanmamed

Carril

2023

Rev. complut. educ

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“…The majority of past research shows that females possess higher LLL tendencies than their male counterparts. Furthermore, Şentürk and Duran [25] reported that there was a significant difference in the lack of regulation and lack of curiosity dimension in favor of females in terms of LLL tendencies. In contrast, Yüzbaşioğlu et al [26] concluded that female undergraduates had a higher score average than males for motivation, persistence, lack of curiosity and general LLL tendency scores.…”

Section: Lifelong Learning Tendenciesmentioning

confidence: 98%

Relationship between lifelong learning characteristic and lifelong learning tendency among adult learners in Malaysia

Abiddin

2023

Environ Soc Psychol

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Adult learners, in particular, must possess lifelong learning (LLL) skills to prepare for their future endeavours. Knowing their strengths in LLL characteristics is crucial for them as it allows better understanding of their learning strengths. There are studies that suggest adult learners do not engage enough in LLL as their learning style. This may conflict with their characteristic of being independent learners, which involves a continual process of learning in order to be able to maintain themselves. It is therefore the purpose of this study to investigate the relationship between LLL characteristics and LLL tendency among adult learners in higher education institutions in Malaysia. It also aims to investigate any moderating effect from demographic data, gender and academic background. The data were collected through an online survey and analysed using SPSS with a 95% response rate. The statistical analysis used for the analysis includes descriptive and inferential analysis of multiple linear regression analysis and moderating analysis. The result indicates that there is a medium positive relationship between LLL characteristics and LLL tendency. In terms of the moderator, gender and academic background do not affect the relationship in any way. This study may benefit stakeholders, especially management, in ensuring that adult learners can maximize their potential to adopt continuous learning practices.

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“…Regarding older adults in the first training program, entitled 'Nutrition for Older Adults' and the second training program, entitled 'Recreation for Older Adults' the results indicated that older adults' satisfaction with the overall training programs in terms of knowledge and skills gained as well as trainers and activities were at the highest level (100%). Age level increases, the tendency to persistence which is the sub-factor of lifelong tendencies increases [33].…”

Section: Student Satisfaction With Regard To Collaborative Project-ba...mentioning

confidence: 99%

Collaborative project-based learning to train students for conducting the training project for older adults

Rupavijetra

Nilsook

Jitsupa

et al. 2022

IJERE

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This research aimed to study the results of collaborative project-based learning by students studying the training technique course to conduct training programs for older adults in state home care in Chiang Mai, Thailand. The population consisted of 40 undergraduate students from different faculties and years. The instruments used for data collection consisted of the lesson plan of the training technique course, student behavior form, journal form after teaching, student products, student reflection journals, the questionnaire to gauge the level of satisfaction of students, writing and presenting reflections on students’ learning, and training evaluation based on the level of satisfaction of the older adults. The research separated students into two groups based on different faculties, each group was composed of 20 students, and they could learn better in a small group. Data were analyzed by using content analysis, statistical calculation, and percentage, and were presented in the form of a description and table. The findings showed the results of the collaborative project-based learning to train students for conducting training projects for older adults successful. The students had a change in their attitudes, behaviors, knowledge, skills, and experience in conducting training, their satisfaction showed at the highest level (97.50%). Students were satisfied with the project-based learning at the highest level (90%), and especially the opportunity to gain knowledge and experience from conducting training programs at the highest level (95%). The older adults’ satisfaction from participating in two training programs conducted by the students was at the highest level (100%) too.

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Lifelong learning tendencies of trainers in adult education

Cited by 5 publications

References 7 publications

Lifelong learning and personal learning environments: a productive symbiosis in higher education

Lifelong learning and personal learning environments: a productive symbiosis in higher education

Relationship between lifelong learning characteristic and lifelong learning tendency among adult learners in Malaysia

Collaborative project-based learning to train students for conducting the training project for older adults

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