Determinants of user demand for lifelong learning in institutions of higher education

Sabrià-Bernadó, Betlem; Llinàs‐Audet, Xavier; Isús, Sofía

doi:10.1111/ijtd.12101

Cited by 8 publications

(6 citation statements)

References 63 publications

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“…Moreover, the set of employability skills analyzed is useful for studying the black-boxed relationships between training and economics [200], learning management systems [201], knowledge in higher education [202], and entrepreneurship education programs [203]. Some of the sub-scales are related to factors that influence users' demand for lifelong learning in higher education: motivation, conflicts/difficulties and career-development [204].…”

Section: Overview Of Key Findingsmentioning

confidence: 99%

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

et al. 2018

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Human beings must develop many skills to cope with the large amount of challenges that currently exist in the world: media empowerment for an active and democratic citizenship, knowledge acquisition and conversion for lifelong and life-wide learning, 21st century skills for matching demand and supply in labor markets, and dispositional employability for unpredictable future career success. One of the tools for achieving these is online education, in which students have the chance to manage their own time, content, and goals. Thus, this paper analyzes these issues from the perspective of skills gained through e-learning and validates the Socio-Technical E-learning Employability System of Measurement (STELEM) framework. The research was carried out with former students of the Universitat Oberta de Catalunya. Exploratory and confirmatory factorial analyses validate several consistent and reliable scales in two areas: (i) employability, based on educational social capital, media empowerment, knowledge acquisition, knowledge conversion, literacy, digitalness, collaboration, resilience, proactivity, identity, openness, motivation, organizational culture, and employment security; and (ii) socio-technical systems existing in this open online university, based on its information and communications technology (ICT), learning tasks, as well as student-centered and organizational approaches. The research provides two new psychometrical scales that are useful for the evaluation, monitoring, and assessment of relationships and influences between socio-technical e-learning organizations and employability skills development, and proposes a set of indicators related to human and social capital, valid in employability contexts.

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Section: Overview Of Key Findingsmentioning

confidence: 99%

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

et al. 2018

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“…This is rather peculiar. Indeed, leadership training and development get ample attention because of the increasing complexity of the workplace, the usefulness in achieving long‐term goals and the continuous need for innovation and improvement (Sabrià‐Bernadó et al, 2017; Seidle et al, 2016). However, attention to leaders’ professional development is rather limited in education (Hallinger in Leithwood, 2019).…”

Section: Introductionmentioning

confidence: 99%

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Daniëls

Muyters

Hondeghem

2021

Int J Training Development

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Research considering the effects of leadership training and development is underresearched. However, leadership behaviour can generate greater levels of performance and satisfaction. In this study, the effect of a group reflective learning programme for school leaders is examined. The study questions whether leadership development, using a group reflective learning programme that focuses on coaching skills, can influence teacher perceptions of the organizational learning climate. Gaining a deeper insight in factors influencing organizational learning climate is important because organizational learning climate is associated with job motivation, job satisfaction, positive working conditions and the optimizing of training outcomes. Hence, a positive organizational learning climate can contribute to organizational performance, in the case of primary education delivering quality education to pupils. Based on a sample of 289 teachers, it turned out that school leaders’ participation in the group reflective learning programme resulted in a significant increase of teachers’ perceptions of the organizational learning climate. The results are inspiring for scholars, policy makers and practitioners.

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“…Engagement in lifelong learning is not free of difficulties. One of the main difficulties is lack of time (Sabrià‐Bernadó et al., 2017). They suggest that these issues could be overcome with flexible, convenient learning and teaching approaches.…”

Section: Literature Reviewmentioning

confidence: 99%

Creating technology‐enabled lifelong learning: A heutagogical approach

Lock

Lakhal

Cleveland-Innes

et al. 2021

Brit J Educational Tech

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Can a new instructional approach influence lifelong learning and the development of competent lifelong learners? Blended and online learning provides a platform for learning that introduces technological affordance to enable learning. We seek to find an intersection between blended and online learning and lifelong learning through an instructional approach that encourages learners towards management of their own learning. This opens the door to becoming an autonomous, capable, self‐directed lifelong learner. In this context, heutagogy offers an instructional approach that may connect blended and online learning settings with the development of lifelong learning competence. After conducting a systematic literature review using the terms heutagogy, blended and online learning, and lifelong learning, literature that considers how to inspire and build human agency capabilities over the lifespan was chosen for Delphi method expert review. Using this methodology, we explore the possibility that online and blended higher education will contribute, where heutagogical experiences exist, to technology‐enabled lifelong learning. Results corroborate the idea that heutagogy and lifelong learning are intertwined by some common principles and that these are applicable to both blended and online learning settings and lifelong learning. What is already known about this topic Recent, and what is often continuous, change is impacting all we do, including the design and delivery of education. This change requires new instructional models that improve immediate learning outcomes and prepares learners for learning across the lifespan. The use of instructional processes labeled heutagogy include the opportunity for, and application of, activities of learning self‐direction, ‐determination, and ‐regulation, which can be helpful, even essential, for lifelong learning. What this paper adds This paper identifies an informed perspective, from data, that heutagogical design must be consciously implemented and supported for online and blended learning by instructional designers, instructors, and institutional leadership and infrastructure. It is reasonable to suggest that online and blended learning could contribute, where heutagogical learning opportunities exist, to technology‐enabled lifelong learning. Instructional practices that include choice, flexible or negotiated assessment, facilitation of reflection, learner confidence development, and involvement of the learner in designing their learning can be considered heutagogical. Implications for practice and/or policy Develop policy in support of a change in instructional practice that embraces a heutagogical approach in the design of courses to foster greater self‐directed and lifelong learning. Educational development to support instructors to understand heutagogy and how it can be applied in the design and delivery of blended and online learning to foster technology enabled lifelong learning. With the implementation of a heutagogical approach, student orientation along with...

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Determinants of user demand for lifelong learning in institutions of higher education

Cited by 8 publications

References 63 publications

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

Opening the Black-Box in Lifelong E-Learning for Employability: A Framework for a Socio-Technical E-Learning Employability System of Measurement (STELEM)

Leadership training and organizational learning climate: Measuring influences based on a field experiment in education

Creating technology‐enabled lifelong learning: A heutagogical approach

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