Studying Level of Awareness of Teachers in Terms of their Lifelong Learning Skills

Çelebi, Nurhayat; Özdemir, Hatice; Eliçin, Özge

doi:10.1016/j.sbspro.2014.01.515

“…Students also tend to work under the supervision of a professor and faculty rather than on their own ( 59 ). However, a 2014 study by Çelebi et al showed that professors are slightly aware of lifelong learning skills ( 18 ). This finding reflects the necessity of professors’ concerns for reinforcement of lifelong learning skills.…”

Section: Discussionmentioning

confidence: 99%

“…Identifying lifelong strategies could improve the quality of nursing education. Unfortunately, few teachers are aware of lifelong learning skills ( 18 ). To train lifelong learners, it is necessary to change nursing management and education, and if lifelong learning is fostered properly, there will be no need for continued education ( 17 ).…”

Section: Introductionmentioning

confidence: 99%

Lifelong learning strategies in nursing: A systematic review

Qalehsari

¹

,

Khaghanizadeh

²

,

Ebadi

³

2017

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BackgroundLifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood.ObjectiveThe aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience.MethodsIn this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions.ResultsIn this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data.ConclusionHaving identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

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“…To promote teachers' further lifelong learning, self-directed learning, social networking and ICT usage become imperative and fundamental. Prior researches also suggested that self-directed learning (Atta & Alghamdi, 2018;Rahardjo, Sumardjo, Lubis, & Harijati, 2016), Social Networking (Andangsari, Gumilar, & Godwin, 2013;Çelebi et al, 2014) and ICT usage (Hubackova & Klimova, 2014) are key characteristics of lifelong learning competencies. However, considerable research has also indicated that most students have the lowest self-directed learning achievement (Alharbi, 2018).…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting University Students’ Lifelong Learning in Indonesia

Salleh¹,

Zulnaidi²,

Rahim³

2019

MOJEM

2

0

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The present study investigates the issue of self-directed learning, students' perception towards ICT and social networking as the key factors that affect lifelong learning by focusing on the Indonesian settings. The study follows a correlational research design to investigate and measure the degree of relationship among self-directed learning, and students' perception towards ICT. The research was conducted in Jogjakarta and Riau Province, Indonesia. A total of 216 postgraduate students were chosen for this study by using the simple random sampling method. Data were collected using the instrument developed by Williamson and then analysed using AMOS 23 software. Hypothesis testing was done by using Structural Equation Modelling (SEM). SEM test indicate partial mediation effects of social networking for self-directed learning on lifelong learning was found and full mediation effects of social networking for selfdirected learning on lifelong learning. The results imply that lectures should support postgraduate students in order to sharpen their self-directed learning, positive perception towards ICT and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere.

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“…Previous studies have regenerated the discussion of different possible indicators of lifelong learning in different settings (i.e, educational and work context) (Amel, 2014;Çelebi, Özdemir, & Eliçin, 2014;Hoerniasih, 2019;Luka & Sungsri, 2015;Sahin, Akbasli, & Yelken, 2010. The concept of lifelong learning might have been first used in the literature in the book entitled, Lifelong Education by Yeaxlee, published in 1929.…”

Section: Introductionmentioning

confidence: 99%

Factors Affecting University Students’ Lifelong Learning in Indonesia

Salleh¹,

Zulnaidi²,

Rahim³

2019

MOJEM

1

0

View full text Add to dashboard Cite

The present study investigates the issue of self-directed learning, students' perception towards ICT and social networking as the key factors that affect lifelong learning by focusing on the Indonesian settings. The study follows a correlational research design to investigate and measure the degree of relationship among self-directed learning, and students' perception towards ICT. The research was conducted in Jogjakarta and Riau Province, Indonesia. A total of 216 postgraduate students were chosen for this study by using the simple random sampling method. Data were collected using the instrument developed by Williamson and then analysed using AMOS 23 software. Hypothesis testing was done by using Structural Equation Modelling (SEM). SEM test indicate partial mediation effects of social networking for self-directed learning on lifelong learning was found and full mediation effects of social networking for selfdirected learning on lifelong learning. The results imply that lectures should support postgraduate students in order to sharpen their self-directed learning, positive perception towards ICT and social networking in lifelong learning by giving suitable learning methods and proposing a sufficient teaching and learning atmosphere.

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Studying Level of Awareness of Teachers in Terms of their Lifelong Learning Skills

Cited by 12 publications

References 3 publications

Lifelong learning strategies in nursing: A systematic review

Lifelong learning strategies in nursing: A systematic review

Factors Affecting University Students’ Lifelong Learning in Indonesia

Factors Affecting University Students’ Lifelong Learning in Indonesia

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