Promoting Lifelong Learning Propensity and Intentions for Vocational Training among Adult and Vocational Educational Undergraduates

Mbagwu, Felicia; Chukwuedo, Samson Onyeluka; Ogbuanya, Theresa Chinyere

doi:10.1007/s12186-020-09245-1

Cited by 22 publications

(18 citation statements)

References 57 publications

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“…The study provided sound insights to understand the content of quality professional education of journalists within the lifelong learning of all stakeholders: journalists themselves, their employers and teachers who deliver the content of journalism education. The researches which are similar to ours confirm the need to direct the subjects of the educational process to improve information literacy skills, develop self-study skills, which is crucial in the context of lifelong learning (Mbagwu, Chukwuedo & Ogbuanya, 2020), the reasonability of introduction of effective pedagogical methods, technologies, interactivity at realization of lifelong learning principles is urged (Talmage et al, 2018), overcoming the imbalance between economic and social vectors of lifelong learning, the reorientation of education from market priorities to public ones is emphasized (Vargas, 2017).…”

Section: Discussionsupporting

confidence: 82%

“…The prospects of lifelong learning are in its clear correlation with the ability to work effectively, run a business, build a full career based on self-acquisition of additional necessary knowledge, skills and abilities (Eppler-Hattab, 2021). Today, science has empirically confirmed the correlation between learning motivation, metacognitive factors and lifelong learning (Gogh & Kovari, 2018); between lifelong learning and the transformation of awareness of this goal by the learner and the impact of educational institutions on this process (Talmage et al, 2018); between lifelong learning intentions and information literacy (Mbagwu, Chukwuedo & Ogbuanya, 2020); adequately selected technologies to support the development of self-determined learning (Blaschke, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

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Implementation of the of Lifelong Learning Principles as a Background for Quality Specialized Education of Journalists

Bidzilya¹,

Rusynko-Bombyk²,

Solomin³

et al. 2022

JCT

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The need for lifelong education is urged in the context of constant social transformations, unprecedented challenges, total digitalization of communicative transactions, virtualization of many types of professional activity. Journalism is one of the most sensitive to transformational challenges. Therefore, a journalist must respond objectively, flexibly, tolerantly, adequately, professionally, responsibly and social transformations and challenges to the current realities. To do this, he/she must be prepared for lifelong learning. It is the journalist’s readiness for lifelong learning that is an indicator of the quality of his/her specialized education. The research aimed to empirically establish the skills of journalists related to lifelong learning, and to develop a programme for the implementation of the lifelong learning principles in the professional training of journalists. General scientific methods, surveys of research respondents, qualitative and quantitative analysis of the obtained data, modelling are the methods used. A model of modern journalist training in the context of lifelong learning was formed, a program for the implementation of lifelong learning principles in specialized education of journalists was developed. The results of the research can be used for the development of individual trainings, seminars, compilation of collections of didactic tools for the formation of the ability of modern journalists to education throughout life. Prospects for further research in this area are: experimental testing of our proposed program for the implementation of the principles of lifelong learning in the training of journalists; development of diagnostic tools to establish the levels of readiness of journalism students and practicing journalists for lifelong learning.

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Section: Discussionsupporting

confidence: 82%

Section: Literature Reviewmentioning

confidence: 99%

Implementation of the of Lifelong Learning Principles as a Background for Quality Specialized Education of Journalists

Bidzilya¹,

Rusynko-Bombyk²,

Solomin³

et al. 2022

JCT

View full text Add to dashboard Cite

show abstract

“…Previous research has shown that psychological factors and academic engagement are mediating factors in the relationship between learning strategies and academic performance [25,28,56]. Uzunboylu and Selcuk [57] and Mbagwu, et al [58] found nonsignificant direct effects of learning strategies on LLLs [57,58]. Moreover, empirical research by Braxton, et al [59] demonstrated that learning strategies were not only related to social integration in HEIs but also helped build students' institutional and goal commitments and LOs.…”

Section: The Direct and Indirect Relationships Of Learning Strategies With Institutional And Goal Commitments Llls And Losmentioning

confidence: 98%

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Khampirat

2021

IEEE Access

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Learning outcomes (LOs) provide an essential foundation for evaluating the effectiveness of higher education institutions (HEIs). LOs have been accepted as criteria for accrediting academic programs; however, little is known about why students vary in their desired outcomes and how experiences in the workplace and learning strategies have different impacts on LOs. Based on social cognitive career theory (SCCT), this study investigated the relationships among work-integrated learning (WIL), learning strategies, institutional and goal commitments, engineering skill self-efficacy, engineering career outcome expectations, lifelong learning skills (LLLs), achievement goal orientation, and LOs. The participant pool consisted of 1,316 undergraduate engineering students from 11 HEIs in Thailand. Hypotheses regarding the causal relationships, including the direct and indirect effects, were examined by using structural equation modeling (SEM). Both the measurement and structural equation models showed a good fit to the data. The results of the SEM indicated that achievement goal orientation, LLLs, and engineering skill selfefficacy had significant positive direct effects on LOs. Learning strategies had a strong direct effect on LLLs and institutional and goal commitments. The practice of WIL in the workplace was an important factor in building engineering skill self-efficacy and LLLs. The mediation analysis indicated that learning experience (i.e., institutional and goal commitments) and psychological factors played important roles in the relationship between learning strategies and LOs. This study confirmed and expanded the SCCT research. Finally, theoretical and practical implications for LO development were identified based on the results.INDEX TERMS Work integrated learning, learning outcomes, learning strategies, career outcome expectations, lifelong learning skills, engineering skill self-efficacy.

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“…For instance, various researchers have linked positive association of LLL to student active engagement (Chukwuedo et al, 2021), student career satisfaction and willingness to upgrade in life (Chukwuedo, 2019), as well as self-directed and autonomous learning (Chukwuedo et al, 2021;Salleh et al, 2019). Moreover, lifelong learners possess adaptive attributes, such as curiosity, perseverance, motivation and self-regulatory behaviours (Cos ¸kun and Demirel, 2010), which are relevant in personal growth and professional development in the real world (Mbagwu et al, 2020).…”

Section: Lll In Higher Educationmentioning

confidence: 99%

Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students

Okwuduba

Rauf

Zulnaidi

et al. 2022

Heliyon

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Promoting Lifelong Learning Propensity and Intentions for Vocational Training among Adult and Vocational Educational Undergraduates

Cited by 22 publications

References 57 publications

Implementation of the of Lifelong Learning Principles as a Background for Quality Specialized Education of Journalists

Implementation of the of Lifelong Learning Principles as a Background for Quality Specialized Education of Journalists

The Impact of Work-Integrated Learning and Learning Strategies on Engineering Students’ Learning Outcomes in Thailand: A Multiple Mediation Model of Learning Experiences and Psychological Factors

Contribution of perceived faculty caring (FC) and student engagement (SE) to lifelong learning (LLL) of post-secondary remediated (PSR) science students

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