The Science of Lifelong Learning

Goodwill, Adam G.; Chen, Shen-Hsing Annabel

doi:10.31234/osf.io/juefx

Cited by 7 publications

(3 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While there is tremendous interest in understanding human learning, previous investigations have generally not been developmentally comprehensive in their focus. Existing studies on the Science of Learning have predominantly investigated samples drawn from developmental stages during early and late life [8], although some notable exceptions do exist [e.g., 9]. This same pattern can be observed across published reviews with most focusing on research in samples of younger children [e.g., 10], or older adults, including clinical populations diagnosed with neurodegenerative diseases [11].…”

Section: Rationalementioning

confidence: 83%

Cognitive and neural mechanisms of learning and interventions for improvement across the adult lifespan: A systematic review protocol

Privitera,

Ng,

Chen

2024

PLoS ONE

View full text Add to dashboard Cite

Background There continues to be growing interest in the Science of Learning including identifying applications for findings from this work outside the laboratory to support learning. Presently, there exists a gap in our understanding of learning during healthy adulthood as well as effective ways in which that learning can be improved. Developing a more comprehensive understanding of learning during adulthood, and effective ways of improving that learning, are crucial goals given the impact of a rapidly aging global population. The main objective of the proposed systematic review is to identify and synthesize all recent cognitive and brain research investigating learning across the adult lifespan. Methods Searches will be performed across Scopus, Web of Science, and ProQuest databases. Both published and unpublished literature will be screened for inclusion. Included articles will be limited to research in healthy adult samples reporting measures of learning-related cognition, brain structure or function and their relationship with age, or the impact of interventions to improve learning. All steps of the review will be performed by three trained reviewers. Tabular, narrative, and quantitative syntheses will be provided based on the characteristics of included studies. Discussion Findings from the proposed review will contribute to our understanding of learning in adulthood. Additionally, this review will identify research gaps in need of further investigation and relevant findings for translation, informing the scope of future funding priorities in the Science of Learning.

show abstract

Section: Rationalementioning

confidence: 83%

Cognitive and neural mechanisms of learning and interventions for improvement across the adult lifespan: A systematic review protocol

Privitera,

Ng,

Chen

2024

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…Among digital tools (CENDON, 2018; REGMI, 2020) Ed-Way (soft-skills) methods can be indicative. They help to identify the following skills: control, autonomy, leadership, self-improvement, teamwork (GOODWILL & CHEN, 2021). They will develop flexibility, initiative, creativity in the system of lifelong learning of students (ESCUDER-MOLLON, BELTRAN-PUEYO, SAIZ-SANCHEZ, & ESTELLER-CURTO, 2016; RHINEHART, 2019).…”

Section: Discussionmentioning

confidence: 99%

Forms and methods of involving students in lifelong learning

Yuzkiv

Hrebenova

Humenchuk

et al. 2021

Laplage

View full text Add to dashboard Cite

The article attempts to identify effective ways to earn student youth to implement the concept of "lifelong learning" in higher education based on a survey. 200 answers of respondents from different faculties of the Vinnytsia Mykhailo Kotsiubynsky State Pedagogical University of EQL are generalized. It was found that the most effective formal and methodological methods are gamification, multimedia in the complex, digital tools, machine memorization; P-invariant GMNet, educational training, podcasts, scientific debates. The study indicates the lack of a comprehensive scientific analysis of the concept of lifelong learning in the paradigm of the methodology of its implementation. It is established as a result of introduction of such elements for successful implementation of the concept of training during life teachers should adhere to methodical rules of its realization.

show abstract

“…Good lifelong learning culture: A good lifelong learning culture can be discussed as an outcome of the core competencies model, which is a strategic tool that identifies the unique and important skills, knowledge, and behaviors that give an organization a sustainable competitive advantage (González-Pérez & Ramírez-Montoya, 2022;Goodwill & Shen-Hsing, 2021).…”

Section: Desired Outcomes Of the Model In The Nation And The Worldmentioning

confidence: 99%

Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives

Abie,

Bitew,

Mengistie

2024

Preprint

View full text Add to dashboard Cite

This study aimed at investigating the quality statuses of graduates’ sustainable core competences development and the causes behind the identified competence statuses by applying the core competencies’ model. The study employed case study design with thematic analysis involving seven interviewees. This study used tracer study findings and national exit exam results as exhibits. The study revealed “very good” and “excellent” quality statuses for the graduates’ core competence development of College of medicine and Health Sciences (CMHS). Similarly, this study identified “Good +” statuses for the quality of graduates’ core competence development in College of Agriculture and Environmental Sciences ( CAES) and College of Science (CS). Furthermore, the study identified "good" - and +” statuses for the quality of graduates’ competence development at the Faculty of Social Sciences (FSS) and Faculty of Humanities (FH). Improved instruction with a balance of theory and practice, task-oriented deans’ leadership behavior with fairness and shared vision- mission identity, handling internal conflicts, and external ethnic-based war influences were the major reasons for the identified higher competence quality statuses in CMHS, CAES, and CS, whereas the opposite direction decline of these factors were the causes for the low statuses of FSS and FH. Sustainable graduates’ core competence development leads to sustainable employability, labor force, and individual to nation-wide holistic sustainable development

show abstract

The Science of Lifelong Learning

Cited by 7 publications

References 46 publications

Cognitive and neural mechanisms of learning and interventions for improvement across the adult lifespan: A systematic review protocol

Cognitive and neural mechanisms of learning and interventions for improvement across the adult lifespan: A systematic review protocol

Forms and methods of involving students in lifelong learning

Exploring the Quality Statuses of Graduates’ Sustainable Core Competences Development and the Reasons behind the Identified Statuses in Universities: Applying the Core Competencies’ Model and Major Stakeholders’ Perspectives

Contact Info

Product

Resources

About