Despite these noteworthy contributions, studies on participation in online learning were very much in the minority in our dataset. Dramatic shifts in global demographics are generating new patterns of participation. One study Lifelong learning research how curriculum could drive participation in lifelong learning among under-educated and unskilled women taking Internet training workshops in a rural area of southern Spain Del Prete, et al.
One strength of these studies was their analytic, rather than descriptive, approach to studying older workers and the elderly. Diffuse authorship In the analyzed dataset, we found a diverse international discussion and debate by authors from 39 countries.
Yet, this was not the only viewpoint to appear in the research. The differences for professional learning are less pronounced for African Americans, though still substantial for Hispanics.
For instance, articles about organizational climate looked at the equity of managerial support. Taken together, we found: One explanation for this outcome may be the nature of informal and non-formal learning.
Refereed papers from the 3rd International Lifelong Learning Conference. These studies revealed how participation in community — especially among the poor, illiterate, or disenfranchised — may be evolving given the impact of networked technologies.
The geographically dispersed authorship on lifelong learning reflects the modern challenges of globalization and aging populations as studied through the prism of participation. Educational research examined what persistent characteristics or factors kept rural inhabitants using networked technologies.
At the same time, an international literature review documented lower participation rates among older versus younger workers worldwide Liu, et al.
This research focused on the lifelong learning needs of a dramatically changing national demographic, such as aging Baby Boomers, immigrants, and the growing number of female professionals in managerial roles.
Learning and social difference: From online communities of practice to using the Internet to write personal histories, studies like these delved into the possibilities of access to, and participation in, lifelong learning in the twenty-first century. Another study examined how and why workers, who had lost early pensions, were likely to enroll in job training.
We analyzed this dataset for its disciplinary origins and its authorial provenance. In confining lifelong learning research to traditional settings and singular modes like face-to-face workplace training or community-based programs, recent research runs the risk of being severely limited.
For example, one Scottish study examined the impact of formal as opposed to local training on the success of environmental justice movement in an isolated community in the Northern Highlands Crowther, et al. Challenges for public education and critical pedagogy.
Further, researchers are identifying and analyzing participant characteristics based on newly identified lifelong learning groups. While research has considered lifelong learning as a factor in the gains of women in the workplace, it has lagged in examining other arenas such as parenting or well-being.
There was an expanded awareness of, and interest in, informal and non-formal learning practices in the dataset of articles analyzed. What makes these results significant is the predominant focus on lifelong learning activities in relation to employment, whether they were written in an educational or business disciplinary context.
This trend leads us to conclude recent studies, such as these, are most concerned with the enduring presence of an overarching economic rationale for lifelong learning. Much of the EU research focused on workplace learning, repeating the familiar refrain that lifelong learning is a crucial component of individual, corporate, and national economic competitiveness.
Taken together, these recent studies call attention to two previously understudied areas in lifelong learning: In sum, the fundamental question regarding how lifelong learning is differentiated from formal education needs to be re-addressed.
They relied on the Internet for information about the corporation proposing the fish farm. Central Queensland University, pp.
One study of organizational climate investigated how managerial support motivated workers without high school diplomas to participate in workplace training sessions. Another examined how family responsibilities prompted young mothers to become more computer literate.
The range of authorial perspectives suggests a further broadening of the topics covered in adult lifelong learning research. These changes are related to globalization, such as changes in individual life transitions, migration, population mobility, life expectancy, and economic pressure and income distribution.
Perspectives on theory, research, and practice. A quarter of the articles in the dataset was written by authors from the U.
This is a time when mobile technologies — in most global locales — are ubiquitous, but access to and networked participation in lifelong learning may not be.
As a whole, the coding results about disciplinary provenance offer an eclectic blending of educational and business viewpoints, while connecting recent research to earlier lifelong learning rationales.
Disciplinary overlap Perhaps as expected, the majority of articles in our dataset were from the discipline of education.
This dearth of studies about Internet-based modes of lifelong learning is a key takeaway from our analysis. The survey clearly shows that information technology plays a role for many as they learn things that are personally or professionally helpful.
Moreover, we identified seven research themes about participation in different modes of continuous learning today.Housed in the ASU College of Public Service and Community Solutions, OLLI at ASU engages in research pertaining to lifelong learning, adult education, and community building.
We take pride in that our work is both research-inspired and research-inspiring. A large majority of Americans seek extra knowledge for personal and work-related reasons. Digital technology plays a notable role in these knowledge pursuits, but place-based learning remains vital to many. Lifelong Learning for Lifelong Benefits.
A lifetime of learning can keep both the body and mind in shape. Research has suggested that continued cognitive activity has a positive effect on brain cells and helps promote mental sharpness, especially for senior citizens. Physically, lifelong learning can entail taking exercise or dance classes, learning how.
Second International Handbook of Lifelong Learning Springer, Dordrecht, This chapter examines the evidence for claims that lifelong learning has a measurable impact on people’s lives. It considers this evidence in three main areas: the economic impact, the impact on individual well-being, and the impact on the wider community.
Lifelong learning in the digital age: A content analysis of recent research on participation This paper presents results from a cross-disciplinary content analysis of recent research articles, published between and Lifelong Learning Research We undertake a range of research and development activities, at a local, national and European level, which inform our work and also contribute more generally to the field of lifelong learning.Download