Examining the Lifelong Learning Tendencies of Sport Sciences Faculty Students

Abstract

The aim of this research study is to investigate the lifelong learning tendency levels of sport sciences faculty students concerning some variables. The research group was consisted of 662 students who were attending the Faculty of Sport Sciences, Erciyes University, during the 2018-2019 academic year and were randomly sampled. The research was conducted with the survey model. The data of the research were collected using the Lifelong Learning Tendency Scale. SPSS program was used in the analysis of the data. According to the results of the research, it was determined that the lifelong learning tendency levels of sport sciences faculty students are at the medium level. Moreover, the lifelong learning tendency levels of the sports sciences faculty students were compared concerning certain variables such as gender, sports branch, age, department, grade level, and GPA, and it was determined that there was statistically no significant difference.

Opinions of Academicians and Teachers on Lifelong Learning

“…It can be said that the individual who renews himself and learns for life can increase the level of knowledge independently of time and space by using methods such as inverted learning, Abdulkadir SAĞLAM, Serkan ÇİFTÇİ & Ahmet YAYLA [3392] online learning environments, MOOCs, augmented reality applications, virtual reality applications that emerge by taking advantage of technological opportunities in the age of information and technology without being behind time. Similar to the results reached in the study, many studies (Gunes & Deveci, 2020;Kaya, 2020;Canatan & Boz, 2019;Salleh et al, 2019;Samanci & Ocakcı, 2017;Kogce et al, 2014;Kilic, 2014) will be seen to emphasize that advances in technology lead individuals to learn throughout life and that the two elements are intertwined.…”

Öğretmen Adaylarinin Yaşam Boyu Öğrenme Düzeyleri̇ni̇n Yordayicilari

“…The third one is number of recreation activities (Wald=6,697; Exp(β)=1,238). In parallel with this study, divergence of people's recreation activities has positive effects on learning motivation, self-regulation skills, curiosity and hence lifelong learning skills (Gökyer, Bakcak, Cihangiroğlu, Koçak & Yilmaz, 2018;Kaya, 2020;Solmazand & Aydin, 2016;Warford, 2002). The other variables have no influential effects on lifelong levels significantly.…”

“…Yaşam boyu öğrenme için boş vakit etkinlikleri her bir etkinliğin bilgi ve beceri gerektirmesi açısından önemli bir yer tutmaktadır (Noklang, 2020). Bu çalışmaya paralel biçimde alanyazında yer alan çalışmalar; bireylerin boş vakitlerinde yürüttükleri etkinliklerin çeşitlenmesi onların öğrenme motivasyonunu, öz-düzenleme becerilerini, meraklarını ve buna paralel olarak yaşam boyu öğrenme eğilimlerini artırdığını ortaya çıkarmıştır (Gökyer, Bakcak, Cihangiroğlu, Koçak ve Yilmaz, 2018;Kaya, 2020;Solmazand ve Aydin, 2016;Warford, 2002). İlgili durumlar yaşam boyu öğrenme üzerinde doğrudan etkili olduğu gibi bireyin öğrenme istekli olması ve gelişme açık olmasını da açıklayıcı niteliktedir.…”

“…Alanyazında cinsiyetin yaşam boyu öğrenme etkinlikleri üzerinde farklılaştırıcı etkileri olduğu (Gökyer vd., 2018;Kaya, 2020)…”

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

“…Many of the responses to this challenge place lifelong learning (LLL) as a keystone, emphasizing that people have more flexibility to direct their own learning in formal environments, reducing the focus on the institution or a specific teacher, and incorporating the multiple opportunities offered by non-formal and informal learning (OECD, 2014;Aoki, 2020). This means that skill development is not limited to a developmental stage or to school or university, but instead extends from birth to old age, covering all environments (family, academic, work,…) and open to society in general (Kaya, 2020).…”