Lessons in Lifelong Learning

Helterbran, Valeri R.

doi:10.1177/1045159516643942

Cited by 9 publications

(9 citation statements)

References 10 publications

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“…Countries around the world are investing in teacher professional development to ensure that teachers are prepared for the future (Kong, Looi, Chan, & Huang, 2017). Professional development will be increasingly important for teachers in the digital age in order that they may stay abreast of quality and flexible education strategies for more sophisticated learners (Halterbran, 2017;Inverso, Kobrin, & Hashmi, 2017;Patterson, 2018).…”

Section: The Role Of the Teacher In The Fourth Industrial Revolutionmentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

144

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As education progresses in the digital era and in the Fourth Industrial Revolution, learning will be adaptive and individualized to meet the needs of individual learners. This is possible because of emerging technology, artificial intelligence, and the internet of things. This study is making significant contribution to future education by identifying forces that are shaping education and developing a competency profile for the digital teacher of the future. The research conducted focus groups and interviews with education experts from six countries to identify the forces shaping education in the future and the competencies required by the digital teacher to function effectively. The Competency Profile for the Digital Teacher (CPDT) can be used to train and orient the digital teacher of the future.

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Section: The Role Of the Teacher In The Fourth Industrial Revolutionmentioning

confidence: 99%

Competency Profile of the Digital and Online Teacher in Future Education

Ally

2019

IRRODL

144

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“…This learning "may be taken for granted, tacit or unconscious" (p. 181). Helterbran (2017) wanted to know what motivated individuals over age 65 to earn a bachelor's degree. He interviewed four men and found three themes.…”

Section: Categories Of Literaturementioning

confidence: 99%

“…These articles suggest that "older workers" depend on the individual study and start, minimally, at 45. Age 65 is given as a minimum age for the older adult, as this has been the typical age for retirement (Feldman & Sweeney, 1989;Helterbran, 2017). Some articles on "older adults" in higher education set the age range from 25 to 64, with authors seeing the differences between students 25-39 and 40-64 (Cummins et al, 2019).…”

Section: How Older Adult Is Definedmentioning

confidence: 99%

Older Adults in Adult Learning 1989–2020: A Literature Review

2022

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Older adults are a growing population. This article reviews the literature on older adults in Adult Learning from its inception in 1989 through 2020. Topics focus primarily on program reports, programmatic learning needs, personal reflections, and classroom methods. Key findings include that “older adult” is not well-defined and adults are portrayed as active learners. In addition, the demographics of authors and study participants are discussed. Findings have implications for researchers and practitioners.

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“…SDL competence may afford a person a number of advantages including: enabling a proactive process of remaining up-to-date with knowledge and skills throughout one’s life course (Dunlap and Grabinger, 2003; Morrison and Premkumar, 2014); affording a person a heightened ability to adapt to change in social contextual conditions (Boyer et al , 2014; Helterbran, 2017); providing a certain protection against long-term unemployment (Barnes et al , 2016); facilitating emancipation from oppression (Bagnall and Hodge, 2018; Freire, 1970; Mezirow, 1989); and/or permitting progression toward self-actualization (Arnold, 2017; Maslow, 1943). …”

Section: Introductionmentioning

confidence: 99%

“…affording a person a heightened ability to adapt to change in social contextual conditions (Boyer et al , 2014; Helterbran, 2017);…”

Section: Introductionmentioning

confidence: 99%

Meeting educational challenges of pre- and post-COVID-19 conditions through self-directed learning: considering the contextual quality of educational experience necessary

Morris

2021

OTH

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Purpose Fostering the skills necessary for self-directed learning (SDL) competence could be considered the most essential goal of formal education, especially due to uncertainty and changing conditions – exampled by the COVID-19 pandemic. Importantly, SDL competence can afford a person the ability to adapt to changing social contextual conditions, thus facilitating personal growth and development – even in the face of volatile and rapidly changing social contextual conditions. The aim of this study is to explore, theoretically, the contextual quality of educational experience necessary for learners to secure adaptive meaning-making: in order to meet the demands of our changing world. Design/methodology/approach To date, research has failed to comprehensively identify exactly what type of educational experience is necessary for such an adaptive meaning-making process during SDL. The present theoretical paper attempts to redress this concern. Findings Highly contextualized educational experience is necessary to enable contextual-specific, adaptable, meaning-making. Two constituents of contextualized educational experience are proposed: contextual-specific information available during the educational experience; and contextual-specific meaning schemes resultant from the educational process. Originality/value This novel work presents an important argument that education should encourage learners to construct knowledge that is adaptable and transferable to their context, rather than automatized knowledge that is not adaptable or transferable. This is a key concern for persons who face rapidly changing social contextual conditions and therefore should be given consideration in both the design of education and in further research on SDL. Like a vaccine in an arm provides a certain protection against COVID-19, fostering our populations’ SDL competence is fundamental for affording persons with an ability to meet the demands of our rapidly changing world.

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Lessons in Lifelong Learning

Cited by 9 publications

References 10 publications

Competency Profile of the Digital and Online Teacher in Future Education

Competency Profile of the Digital and Online Teacher in Future Education

Older Adults in Adult Learning 1989–2020: A Literature Review

Meeting educational challenges of pre- and post-COVID-19 conditions through self-directed learning: considering the contextual quality of educational experience necessary

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