Developing Resilient Agency in Learning: the internal structure of learning power (original) (raw)
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Developing and Assessing Students' Capacity for Lifelong Learning
2008
Many modes and definitions of learning ensure that learning will not be lifelong, cultivating a dependence on the expertise of a faculty member who`downloads' knowledge to students without much interaction or negotiation in the learning process. By fundamentally altering the way we understand learning from something that is to be remembered to something that is to be engaged with, empowering students to be responsible, self-directed and intentional learners and creating a new, question-centered process, we can open up new possibilities for lifelong learning in which assessment becomes integrated as an inherent part of the learning process and not simply something that comes at the end to measure learning.
The Relationship between Students’ Approach to Learning and Lifelong Learning
The current investigation proposes to analyse the relationship between learning, from the appropriation students' make of the different ways of learning and studying, and their willingness to be involved in lifelong learning (LL) activities. The theoretical rationale is inscribed in the Biggs' Theory (1987), concerning the student's approach to learning, and under the guiding principle of LL. The concept of LL has been understood and formalised in a distinct way, translated into different educational policies, the practices of which must be empirically supported. We present a correlational study, with a sample of 163 Higher Education students. The approaches to learning were supported by the revised two-factor study process questionnaire (R-SPQ-2F). To evaluate the involvement of students in LL activities, the contents of some items of the Lifelong Learning Questionnaire (Kirby, Knapper, Lamon, & Egnatoff, 2010) were used. The results obtained in the correlational analysis allow us to associate the deep approach to some characteristics of learners throughout their life, especially concerning the establishing of goals and the self-direction of learning, whereas the superficial approach is mainly associated with the adaptation of learning strategies. The practical implications of these results are discussed below.
The International Journal of Human Resource Management, 2013
An organisation's ability to learn, to harness collective intelligence and to translate that learning rapidly into action in response to environmental challenges is the ultimate competitive advantage in the constantly changing context of the information age. It is an indicator of the organisations' resilience and adaptability in the face of uncertainty and change. Improving an organisation's capacity to learn will only have the desired impact on performance if it improves employee engagement at the same time. In this paper, we introduce the concept of learning power into the context of the workplace, drawing on what has been learned from its application in education and recent studies in the corporate and community sector in the UK and beyond. The seven dimensions of learning power were identified by Deakin Crick, Broadfoot and Claxton (2004, Assessment in Education Principles Policy and Practice, 11, 247-272) in the development of the effective lifelong learning inventory (ELLI), an assessment tool designed to enable learners to become aware of their own learning power and to turn diagnosis into strategies for improvement. We present the psychometric properties and the validity and reliability statistics of ELLI as the Learning Power assessment tool for learners in the world of work and community, based on an adult workplace population of over 5000. Finally, we explore the implications of these ideas and practices for learning in corporate organisations.
The Relationship Between EFL Learners' Resilience and Autonomous Learning
This study aimed to investigate relationship between resilience as a personality factor defined in positive psychology and autonomous learning as a newly developed subject in learning and teaching (EFL area). This research employed resilience scale by Connor and Davidson (2003) and learner autonomy questionnaire by Spratt, Humphreys and Chan (2002) to evaluate EFL learners' resilience level and their autonomy. To meet the purpose of this study, about 150 male and female participants randomly selected among undergraduate students majoring English language translation. Collected data of two questionnaires were analyzed through Spearman's correlation and regression. Findings of the correlation analysis revealed that there is a significant relationship between resilience and autonomy (ρ = .29, n = 156, p < .01). Also, results showed that resilience is a strong predictor for autonomous learning.
Lifelong learning tendency scale: the study of validity and reliability
Procedia - Social and Behavioral Sciences, 2010
The aim of this research is to develop a scale to determine university students' lifelong learning tendencies. The pre-trial form of Lifelong Tendency Scale (LLTS) containing 74 items was administered to 642 university students and explanatory factor analysis was conducted so as to determine the construct validity. On the data, items that were not significant according to the t value results were deleted from the scale and item-total correlations were also calculated. For concurrent validity, "Curiosity Index" was used and Pearson correlation coefficient having relation with the lack of curiosity sub-dimension of LLTS was found as .76. Consequently, the Cronbach alpha internal consistency coefficient of the ultimate scale containing 27 items and four subdimensions (motivation, perseverance, lack of regulating learning, and lack of curiosity) was calculated as .89. All the analyses conducted made it clear that LLTS was valid and reliable as a scale to determine lifelong learning tendencies.
Motivation and Lifelong Learning
Educational Psychologist, 1991
A critical question for researchers and educators is how to assess the quality of learning practices and the outcomes they produce for individual learners. This chapter summarizes a learner-centred view of how to arrive at the best methods of assessment in our educational systems. Data are presented to demonstrate that the best methods are those that use a collaborative 360 degree assessment approach, contextualized within local contexts and cultures. With a 360 degree assessment approach, all stakeholders in the learning process are given the opportunity to provide their perspectives on the extent to which the student is experiencing a positive learning environment and instructional practices that meet their learning needs. This chapter also presents quantitative results to show that focusing on what the students perceive as learning supports at school and classroom levels explains the most variance in a range of learning outcomes that focus on the whole learner. The fi ndings suggest a simpler and more valid approach to assessment that takes into account students' and teachers' perceptions of the teachers' learner-centred practices.
2012
Calls for educational reform emphasize the need for students to develop a capacity for lifelong learning. Lifelong learners may be characterized as curious, motivated, reflective, analytical, persistent, flexible, and independent-traits that are critical for success in today's globalized economy. Stakeholders in engineering education recognize that students' development of the capacity for lifelong learning is vital for their success and that instructors play a critical role in influencing such outcomes. However, there is a critical lack of research in this area. This research investigates how instructor choices of active learning pedagogies affect student outcomes related to their development as lifelong learners at four institutions. We measure student self-regulated learning (SRL) in response to a range of active learning pedagogies and suggest that SRL is a proxy for lifelong learning in the context of the formal classroom. We consider the research question 'In what ways do pedagogical choices made by engineering instructors assist students to develop attitudes and behaviors associated with self-regulated learners?' The results of this mixed-method design suggest that students' development as self-regulated learners involves a complex interplay between many factors that are influenced by faculty choices in the course design.
Disruption and disposition in lifelong learning
Outlines. Critical …, 2011
Summary UK government policies for social inclusion through engaging with the learning society aim at reposition-ing people as capable participants in their social worlds. These policies at first sight appear to be aimed at a sophisticated restructuring of social con-texts as well ...