Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

Atchoarena, David

doi:10.1007/978-3-030-67245-4_47

Cited by 7 publications

(5 citation statements)

References 17 publications

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“…Following the outbreak of the Covid-19 pandemic, the provision of lifelong learning opportunities has increasingly become a topic of discussion in higher education (Rashid and Yadav, 2020;Atchoarena, 2021;Nuankaew and Nuankaew, 2021). For many educational institutions, the pandemic also involved an increased application of digital technologies to support learning (Rashid and Yadav, 2020;Ivenicki, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…For many educational institutions, the pandemic also involved an increased application of digital technologies to support learning (Rashid and Yadav, 2020;Ivenicki, 2021). Nevertheless, the pandemic as a driving force for higher education development is just a recent driver for change (Atchoarena, 2021). The digitalisation of society and the sector has been going on for decades and is part of what some scholars call the learning society (e.g., Jarvis, 2007) and some call the knowledge society (e.g., Peters and Romero, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Critical Aspects of a Higher Education Reform for Continuous Lifelong Learning Opportunities in a Digital Era

Mozelius,

Cleveland-Innes,

Hakansson Lindqvist

et al. 2024

EJKM

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In the knowledge society today, there is a strong need for providing continuous lifelong learning opportunities. Recently, the Covid-19 pandemic has acted as a catalyst for technology enhanced learning, involving new challenges for higher education. The main focus for this study has been the ongoing reform of higher education for providing lifelong learning opportunities. This study is the second phase of a Delphi study on higher education reform. Data were gathered by email interviews with an expert panel, where all respondents have genuine knowledge in the field of technology enhanced lifelong learning. The interview answers were analysed according to the Grounded Theory concepts of open coding and axial coding. The central main category for the axial coding was ‘Higher education reform for the provision of lifelong learning opportunities. This category was later found to be dependent on ‘Infrastructure’, ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial aspects’, and ‘Quality and organisation’, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion’.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Critical Aspects of a Higher Education Reform for Continuous Lifelong Learning Opportunities in a Digital Era

Mozelius,

Cleveland-Innes,

Hakansson Lindqvist

et al. 2024

EJKM

View full text Add to dashboard Cite

show abstract

“…This is in line with the positive effects on self-regulated learning (Panadero et al, 2017) and lifelong learning (Taranto and Buchanan, 2020) that have been related to selfassessment skills. Higher education, and specifically universities, can play an essential role in contributing to lifelong learning (Atchoarena, 2021). A study at a university is usually the last phase of formal education and therefore the last possible place for addressing the acquisition of self-assessment skills in a formal setting.…”

Section: Introductionmentioning

confidence: 99%

Elements for understanding and fostering self-assessment of learning artifacts in higher education

Köppe,

Verhoeff,

van Joolingen

2024

Front. Educ.

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Self-assessment skills have long been identified as important graduate attributes. Educational interventions which support students with acquiring these skills are often included in higher education, which is usually the last phase of formal education. However, the literature on self-assessment in higher education still reports mixed results on its effects, particularly in terms of accuracy, but also regarding general academic performance. This indicates that how to foster self-assessment successfully and when it is effective are not yet fully understood. We propose that a better understanding of why and how self-assessment interventions work can be gained by applying a design-based research perspective. Conjecture mapping is a technique for design-based research which includes features of intervention designs, desired outcomes of the interventions, and mediating processes which are generated by the design features and produce the outcomes. When we look for concrete instances of these elements of self-assessment in the literature, then we find some variety of design features, but only a few desired outcomes related to self-assessment skills (mostly accuracy), and even less information on mediating processes. What is missing is an overview of all these elements. We therefore performed a rapid systematic literature review on self-assessment to identify elements that can help with understanding, and consequently foster an effective self-assessment of learning artifacts in higher education using conjecture mapping as analytical framework. Our review revealed 13 design features and six mediating processes, which can lead to seven desired outcomes specifically focused on self-assessment of learning artifacts. Together they form a model which describes self-assessment and can be used as construct scheme for self-assessment interventions and for research into the how and why self-assessment works.

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“…This requires a continuous professional development where the traditional university programmes are redesigned to support a continuous lifelong learning. This is a transition that higher education has to address (Lang, 2023), a reform that also must ensure inclusion and support equitable quality education (Atchoarena, 2021). The study presented in this paper is part of a larger Delphi study on the ongoing transformation of higher education for continuous lifelong learning.…”

Section: Introductionmentioning

confidence: 99%

The Transition of Higher Education for Continuous Lifelong Learning: Expert Views on the Need for a new Infrastructure

Mozelius,

Cleveland-Innes,

Hakansson Lindqvist

et al. 2023

ECKM

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In the contemporary need for continuous upskilling and reskilling, higher education has an important role to play. While the traditional university programmes are designed for students in their early twenties our knowledge society has a demand for lifelong learning in a wider age span. This paper is a part of a Delphi study on the ongoing transformation of higher education for lifelong learning. A qualitative Delphi study has been carried out in the four steps of 1) A literature study to explore the chosen topic, with the selected publications sent out to an expert panel, 2) A survey with questions to the experts based on the findings in the literature study, 3) Email interviews to dig deeper into the answers from the survey, and finally 4) Focus group interviews. The aim of the paper is to analyse, present and discuss the international expert panels' views on the infrastructural needs in the transformation of higher education. Data gathered from the three first steps, with a focus on the email interviews, have been analysed according to the Grounded Theory concepts of open, axial coding and confirmatory coding. The categories from the Open coding analysis were later, in the axial coding, grouped around the central axis of 'Higher education transformation for lifelong learning'. The confirmatory coding found the common denominator of 'Infrastructure', and its interrelationships with the attributes of 'Multimodal delivery', 'Pedagogical change', 'Quality and organisation', 'Equity, diversity and inclusion', 'Digital literacy', 'Accessibility', and 'Financial aspects'. Findings align to the Anna Karenina principle in the sense that a happy and healthy infrastructure for continuous lifelong learning in higher education, depends on all the attributes listed above. This leads to the Tolstoyan conclusion that every variation of failing attributes would result in its own state of unhappiness.

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Universities as Lifelong Learning Institutions: A New Frontier for Higher Education?

Cited by 7 publications

References 17 publications

Critical Aspects of a Higher Education Reform for Continuous Lifelong Learning Opportunities in a Digital Era

Critical Aspects of a Higher Education Reform for Continuous Lifelong Learning Opportunities in a Digital Era

Elements for understanding and fostering self-assessment of learning artifacts in higher education

The Transition of Higher Education for Continuous Lifelong Learning: Expert Views on the Need for a new Infrastructure

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