Introduction: Nowadays, providing the access to learning appears as an emphasized priority for every stage of life, due to the demographic changes, even near the place of residence or with the utilization of the possibilities of the new informational and communicational technologies, which bring new possibilities also in the dimension of learning between generations. Purpose: Intergenerational learning can also be defined as a mutual learning relationship and interaction between the young and the old. The starting point of the study is that the younger and older age groups can learn from each other in their free time, in a non-formal learning environment in the framework of study circles. This paper drafts some practical directives for planning and organizing intergenerational study circles in a non-formal learning environment. Methods: We intend to make a synthesis based on former research and literature - learning between generations, spending free time, learning at an old age, study circles - and following this, a methodological guide is going to be made for planning and organizing intergenerational study circles. Conclusions: Study circles can be seen as intergenerational learning possibilities - young and old people with different preliminary knowledge can make a profit from the experiences gained during joint work, and from the topics examined from different points of views. The younger and older generations can work together in a non-formal learning environment and there is an opportunity for common learning and knowledge sharing as well.

Abstract:Introduction: In the era of information society and knowledge economy, learning in non-formal environments gets a highlighted role: it can supplement, replace or raise the knowledge and skills gained in the school system to a higher level (Forray & Juhász, 2008), as the so-called "valid" knowledge significantly changes due to the acceleration of development. With the appearance of information technology means and their booming development, the possibilities of gaining information have widened and, according to the forecasts, the role of learning communities will grow. Purpose: Our starting point is that today, with the involvement of community sites (e.g. Google+, Facebook etc.) there is a new possibility for inspiring learning communities: by utilizing the power of community and the possibilities of network-based learning (Ollé & Lévai, 2013). Methods: We intend to make a synthesis based on former research and literature focusing on the learning-centered approach, online learning environment, learning communities and study circles (Noesgaard & Ørngreen, 2015;Biggs & Tang, 2007;Kindström, 2010) Conclusions: The online learning environment can be well utilized for community learning. In the online learning environment, the process of learning is built on activity-oriented work for which active participation, and an intensive, initiative communication are necessary and cooperative and collaborative learning get an important role.

Human capital is a key factor in the development of sustainable tourism. In the sector of tourism, the quality of the provided services receives an important role: the permanent learning and the continuous renewal accompany the development of touristic regions. When examining lifelong learning, the focus of the research is put on experts working in tourism: providing touristic services that need living labour mostly; especially nowadays, tourism can be more and more seen as consuming experience, a service providing experience, in which human capital has a determinative significance. An online questionnaire survey was carried out in the framework of a regional research, among accommodation providers, in the framework of a random sampling (n=376). In this survey, learning in non-formal environment was put into focus. Special attention was paid to autonomous learning and learning initiated by the individuals. The questioned experts of tourism can be categorized from the points of view of getting into the sector and the continuous (lifelong) learning. In connection with the practical implementation of lifelong learning and professional development, a structured range of proposals confirmed with examples were also compiled from the answers about learning.

Thanks to the spreading of technological devices, as well as Internet services (Web 2.0), the areas and possibilities of lifelong learning and education have broadened nowadays. This article concerns the practical implementation of lifelong learning. Our assumption is that today there is also a possibility to inspire study circles in the online study environment with the involvement of community sites. The basis of this can also be given by a common topic of interest, and we analyze this as a study field of those people who cannot find the way to meet personally and who wish to study in their free time in a community (cf. lifelong learning, Longworth, 2001).We examine the opportunities of online study circles within the confines of a SWOT analysis. In this connection, one of our empirical examinations was aimed at studying the personal experience and views of students engaged in online study circles. At the same time, we also examined the possibilities of participant-centered methods that can be used in study circles (for example, project work). In the present study, we are going to select from the results of our empirical work carried out among students who study adult education (n = 103).

No abstract