Lifelong learning and personal learning environments:a productive symbiosis in higher education

  1. José Antonio García Martínez
  2. Mercedes González Sanmamed
  3. Pablo César Muñoz Carril
Journal:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Year of publication: 2023

Volume: 34

Issue: 1

Pages: 167-177

Type: Article

DOI: 10.5209/RCED.77232 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista complutense de educación

Abstract

The aim of this study was in first place, to validate the lifelong learning (LLL) scale, and for later, to analyze this learning perspective and its relationship with the educational approach of the personal learning environment (PLE). In the last year students do various degrees at a university in Costa Rica. Using a non-experimental, transactional design, we applied a probabilistic questionnaire where the representative sample was (n=1187). For the validation, an exploratory factor analysis using the maximum likelihood method with oblimin rotation was carried out. The scope of the study is descriptive and correlational. The results show that the LLL scale used is a valid, and the tool used to explore the topic is reliable. In addition, we saw a moderate inclination towards lifelong learning in the students, mainly about all the application capability of new knowledges and skills in practical surroundings, and how they relate to the new learning with previous acquisitions. It is observed a significant relationship among this training approach and personal learning environments, characterized by the use of the potential offered by technological tools. It has been found significant differences by gender, knowledge area, academic performance, and internet connection hours. Among the conclusions, it is pointed out that the universities must foster the linked competences with LLL to boost the PLE of the learners and propitiate its optimum social and professional insertion along their vital route.

Bibliographic References

  • Aoki, K. (2020). Technologies for Lifelong and Lifewide Learning and Recognition: A Vision for the Future. In, S. Yu, M. Ally & A. Tsinakos (Ed.), Emerging Technologies and Pedagogies in the Curriculum. Bridging Human and Machine: Future Education with Intelligence. (pp. 41-52). Springer.
  • Barış, E. T. 2018. Lifelong Learning Phenomenon in Migration. In Ş. Erçetin (Ed.), Educational Development and Infrastructure for Immigrants and Refugees. (pp.196-202). IGI Global.
  • Bozdemir, H., Aşkin, İ., & Faiz, M. (2020). Investigation of Primary School Teacher Candidates’ Lifelong Learning Tendencies and Emotional Intelligence Levels. Cukurova University Faculty of Education Journal, 49(1), 352–381. https://dergipark.org.tr/tr/pub/cuefd/issue/53758/595336
  • Caspersen, J., & Smeby, J. C. (2020). Placement training and learning outcomes in social work education. Studies in Higher Education, 1-14. https://doi.org/10.1080/03075079.2020.1750583
  • Castañeda, L., & Adell, J. (2013). Learning Environments: keys to the online educational ecosystem. Alcoy: Marfil.
  • Castañeda, L., Esteve, F., & Adell, J. (2018). Why rethinking teaching competence for the digital world? Revista de Educación a Distancia, 56(1), 1-20. https://revistas.um.es/red/article/view/321581
  • Culver, K. C., Braxton, J., & Pascarella, E. (2019). Does teaching rigorously really enhance undergraduates’ intellectual development? The relationship of academic rigor with critical thinking skills and lifelong learning motivations. Higher Education, 78(4), 611-627. doi:10.1007/s10734-019-00361-z
  • Demirel, M., & Akkoyunlu, B. (2017). Prospective Teachers’ Lifelong Learning Tendencies and Information Literacy Self-Efficacy. Educational Research and Reviews, 12(6), 329-337. https://academicjournals.org/journal/ERR/article-abstract/696759563252
  • Deveci, T. (2020). Promoting lifelong learning. Asian EFL Journal, 24(3), 4-19.
  • Erçetin, Ş. Ş., Ray, N., & Sen, S. (2019). Economic Growth and Demographic Transition in Third World Nations: A Chaos and Complexity Theory Perspective. CRC Press.
  • Fiedler, S. H., & Väljataga, T. (2020). Modeling the personal adult learner: the concept of PLE re-interpreted. Interactive Learning Environments, 20(1), 1-13. doi:10.1080/10494820.2020.1734027
  • Finney, S.J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In G.R., Hancock, & R.O., Mueller (Eds.) Structural equation modeling: A second course. (pp. 269-314). Greenwich: Information Age Publishing.
  • García-Martínez, J. A., González-Sanmamed, M., & Muñoz-Carril, P. C. (2021). Construction and Validation of the Activities’ Scale in the Personal Learning Environments of Higher Education Students. Psicothema, 33(2), 320-327. doi:10.7334/psicothema2020.259
  • González-Sanmamed, M., Muñoz-Carril, P. C., & Santos-Caamaño, F. J. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 5(4), 1639-1655. doi.org/10.1111/bjet.12805
  • González-Sanmamed, M., Sangrà, A., Souto-Seijo, A., & Estévez, I. (2020). Learning ecologies in the digital era: challenges for higher education. Publicaciones, 50(1), 83–102. doi.org/10.30827/publicaciones.v50i1.15671
  • Grokholskyi, V. L., Kaida, N. I., Albul, S. V., Ryzhkov, E. V., & Trehub, S. Y. (2020). Cognitive and metacognitive aspects of the development of lifelong learning competencies in law students. International Journal of Cognitive Research in Science, Engineering and Education, 8(2), 1-14. doi: 10.5937/IJCRSEE2002001G
  • Hansen, R. J., Talmage, C. A., Thaxton, S. P., & Knopf, R. C. (2019). Barriers to Age-Friendly Universities (AFU): Lessons from Osher Lifelong Learning Institute demographics and perceptions. Gerontology & geriatrics education, 40(2), 221-243. doi:10.1080/02701960.2019.1572003
  • Hernández, R., Fernández, C., & Baptista, P. (2010). Investigation methodology. México: Editorial Mc Graw Hill.
  • Jaldemark, J. (2020). Formal and informal paths of lifelong learning: Hybrid distance educational settings for the digital era. In M.F. Cleveland-Innes & D.R. Garrison (Eds.) An introduction to distance education: Understanding teaching and learning in a new era. (pp. 25-42). New York: Routledge.
  • Kan, A. Ü., and Murat, A. (2020). Examining the self-efficacy of teacher candidates’ lifelong learning key competences and educational technology standards. Education and Information Technologies, 25(2), 707-724. doi:10.1007/s10639-019-10072-8
  • Kaya, K. (2020). Examining the Lifelong Learning Tendencies of Sport Sciences Faculty Students. Journal of Education and Learning, 9(3). 99-105. doi:10.5539/jel.v9n3p99
  • Kirby, J. R., Knapper, C., Lamon, P., & Egnatoff, W. J. (2010). Development of a scale to measure lifelong learning. International Journal of Lifelong Education, 29(3), 291-302. doi:10.1080/02601371003700584
  • Kline, R. B. (2011). Principles and practice of structural equation modelling (3rd ed.). New York: Guilford Press.
  • Knapper, C., & Cropley, A. J. (2000). Lifelong learning in higher education. Sterling: Stylus Publishing Inc.
  • Kompen, R., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206. doi:10.1016/j.tele.2018.10.003
  • Montebello, M. (2020). I Am the Institution: A Personal Learning Environment. In M. Montebello (Ed.). Handbook of Research on Digital Learning. (pp. 291-301). IGI Global.
  • Neelam, N., Sheorey, P., Bhattacharya, S., & Kunte, M. (2020). Organization for Economic Co-operation and Development guidelines for learning organization in higher education and its impact on lifelong learning–evidence from Indian business schools. Journal of Information and Knowledge Management Systems. 50(4), 569-596. doi:10.1108/VJIKMS-09-2019-0144
  • Nelson-Laird, T. F., Seifert, T. A., Pascarella, E. T., Mayhew, M. J., & Blaich, C. F. (2014). Deeply affecting first year students’ thinking: deep approaches to learning and three dimensions of cognitive development. The Journal of Higher Education, 85(3), 402–432. doi:10.1080/00221546.2014.11777333
  • OECD. (2014). Recognition of non-formal and informal learning. http://www.oecd.org/edu/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm
  • Sangrá, A., Raffaghelli, J. E., & Guitert, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 50(4), 1619-1638. doi.org/10.1111/bjet.12795.
  • Seijas, E. J., Val, J. C., Cadavid, M. A. M., & Antelo, B. G. (2016). Training of the university teaching staff on lifelong learning competences from the requests of employers and graduates. Revista de Investigación Educativa, 34(1), 69-85. doi:10.6018/rie.34.1.215341
  • Sentürk, S., & Duran, V. (2020). Lifelong learning tendencies of trainers in adult education. International Journal of Evaluation and Research in Education, 9 (1), 1-9. doi:10.11591/ijere.v9i1.20365
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. New York: HarperCollins.
  • Torres, R., & Costa, C. (2013). Continuous training, lifelong learning and PLEs. In L. Castañeda y J. Adell (Eds.) Personal Learning Environments: keys to the online educational ecosystem, (pp.85-92). Alcoy: Marfil.
  • Vargas, C. (2014). Lifelong Learning principles and higher education policies. Tuning Journal for Higher Education, 2(1), 91-105. doi:10.18543/tjhe-2(1)-2014pp91-105
  • Yen, C. J., Tu, C. H., Sujo-Montes, L. E., Harati, H., & Rodas, C. R. (2019). Using personal learning environment (PLE) management to support digital lifelong learning. International Journal of Online Pedagogy and Course Design, 9(3), 13-31. doi:10.4018/IJOPCD.2019070102
Data source: Dialnet