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
Revista:
Revista complutense de educación

ISSN: 1130-2496,  1988-2793

Año de publicación: 2023

Volumen: 34

Número: 1

Páginas: 167-177

Tipo: Artículo

DOI: 10.5209/RCED.77232 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Revista complutense de educación

Resumen

El objetivo de este estudio es en primer lugar validar la escala sobre el aprendizaje a lo largo de la vida (LLL), para posteriormente analizar esta perspectiva de aprendizaje y su relación con el enfoque pedagógico de entorno personal de aprendizaje de los estudiantes de último año de diferentes carreras de una universidad costarricense. Utilizando un diseño no experimental y transaccional, se aplica un cuestionario a una muestra probabilística y representativa (n=1187). Para la validación se lleva a cabo un análisis factorial exploratorio usando el método de máxima verosimilitud con rotación oblimin. El alcance del estudio es descriptivo y correlacional. Los resultados muestran que la escala utilizada, se constituye en una herramienta válida y fiable para explorar el tema. Además, se muestra una tendencia moderada en los estudiantes hacia el aprendizaje a lo largo de la vida, principalmente en la capacidad de aplicación de nuevos conocimientos y habilidades en entornos prácticos, así como a la hora de relacionar los nuevos aprendizajes con adquisiciones previas. Se observa una relación significativa entre este enfoque y los entornos personales de aprendizaje, caracterizados por el aprovechamiento del potencial que ofrecen las herramientas tecnológicas. Se han encontrado diferencias significativas en función del género, área de conocimiento, rendimiento académico y horas de conexión a internet. Entre las conclusiones, se evidencia que las universidades deben potenciar las competencias vinculadas con el LLL para potenciar el PLE del estudiantado y propiciar su óptima inserción social y profesional a lo largo de su ruta vital.

Referencias bibliográficas

  • 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
Fuente de los datos: Dialnet