Individual learning accounts: a strategy for lifelong learning?

Abstract

Learning strategies are immensely ambiguous phenomena and nothing is clear-cut about them. zoltan Dőrnyei The object of education is to prepare the young to educate themselves throughout their lives. Robert M. Hutchins The paper examines how the language learning strategies that learners prefer in learning professional language at tertiary level can be used for lifelong education. It is well known that in language learning students apply various learning strategies, yet not all learners are equally successful in their studies. This research is based on the analysis of data obtained from two different surveys of learners' preferred language learning strategies. Respondents spread over two levels of English proficiency and their learning strategies are compared. Self-evaluation and reflections on learning outcomes reveal how important or unimportant various learning strategies are and which might be relevant to lifelong learning. The study found that students' preferred strategies can be an effective means to foster their motivation for self-development and, in the long run, lifelong learning.

The Learning Intention of Low-Qualified Employees: A Key for Participation in Lifelong Learning and Continuous Training

“…The potential to grow within a job or an organisation is also related positively to employees' intentions to learn (Raemdonck 2006). In the profit sector, the support within the working environment was positively correlated with the learning intentions of low-qualified employees (Colquitt et al 2000;Eisenberger et al 2002;Hazelzet et al 2009;Maurer and Tarulli 1994;Noe et al 1990;Renkema 2006). Tharenou (1997) confirmed the hypothesis that participation in training and developmental activities is linked to the perception of how supportive an organisation is towards learning and development.…”

“…Research has shown that participation in previous learning activities yields a positive correlation with learning intention (Raemdonck 2006;Renkema 2006). Moreover, the more positively a course was evaluated, the more inclined participants were to take up courses in the future (Renkema 2006). The attitude of employees towards learning activities has been shown to be strong predictors of their learning intention (Maurer et al 2003;Noe and Wilk 1993;Renkema et al 2009).…”

“…Prior research has also discovered a positive relationship between self-efficacy and the intention to learn for employees of all educational levels (Maurer and Tarulli 1994;Renkema et al 2009) and specifically in a sample of low-qualified employees Renkema 2006). Self-efficacy is the expectation an individual has concerning his own capacities to perform successfully in a certain situation (Bandura 1997).…”

“…Besides the above discussed initial level of education, former participation in learning activities also influences the learning intention of an individual. Research has shown that participation in previous learning activities yields a positive correlation with learning intention (Raemdonck 2006;Renkema 2006). Moreover, the more positively a course was evaluated, the more inclined participants were to take up courses in the future (Renkema 2006).…”

Encouraging IS developers to learn business skills: an examination of the MARS model

“…As a consequence, if KSAs associated with other disciplines are not factored into their 1980;Ajzen, 1991;Kim & Hunter, 1993;Maurer, Weiss, & Barbeite, 2003). Several researchers have also found a positive relationship between employees' prior participation in learning activities and their learning intentions (e.g., Bates, 2001;Kyndt, Govaerts, Dochy, & Baert, 2011;Maurer et al, 2003;Renkema, 2006). The relationship between actual participation in learning activities and learning intention appears to be reciprocal in nature (Kyndt, Onghena, Smet, & Dochy, 2014).…”