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Book part
Publication date: 28 September 2020

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge…

Abstract

This chapter analyses the current situation and perceptions of quality assurance (QA) in adult education (AE) in Latvia. In the Latvian context, QA in AE is a challenge. According to recent studies, QA should have a formative character in order to facilitate targeted benefits for adult learners, whereas in practice AE in Latvia is more focussed on the institutional perspective rather than the individual’s needs and wishes. This is in contrast with the humanistic approach to adult learning and andragogy principles, which emphasise learner-centred education. The aim of the chapter is to research opportunities for improving the QA process in AE in Latvia in order to increase personal benefits for an individual. The systematic review of scholarly papers, monographs, scientific reports on QA in AE conducted in Latvia in the twenty-first century indicated a contradiction between the theoretical concepts applied to AE in Latvia and the implementation of the QA process in practice. This chapter contributes to the overall understanding of the terminology used in AE in the country, analyses the prevailing concepts and elaborates conclusions for QA improvements based on humanistic pedagogy principles.

Details

From Pedagogy to Quality Assurance in Education: An International Perspective
Type: Book
ISBN: 978-1-83867-106-8

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Article
Publication date: 1 August 2016

Sowath Rana, Alexandre Ardichvili and Daiane Polesello

The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a…

Abstract

Purpose

The purpose of this paper is to examine a set of practices that can help promote self-directed learning (SDL) in congruence with the goals of developing and maintaining a learning organization.

Design/methodology/approach

Findings from this study were derived from an extensive review of the SDL and the learning organization literature, as well as the body of research that examines the connections between the two constructs.

Findings

This paper identifies the following set of practices as integral to promoting SDL in a learning organization: building and communicating a shared vision to employees at all levels; fostering collaboration, interaction and teamwork; empowering employees through participatory work practices; encouraging and providing opportunities for continuous learning; and using relevant technologies in the workplace.

Originality/value

This paper addresses the paucity of research that investigates the connections between SDL and the learning organization and that specifically examines important practices vis-à-vis the two concepts.

Details

European Journal of Training and Development, vol. 40 no. 7
Type: Research Article
ISSN: 2046-9012

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Article
Publication date: 27 March 2009

Mingzhuo Liu

The purpose of this paper is to explore how to design a web‐based course in the context of China for self‐directed learning from four perspectives – i.e. pedagogical…

Abstract

Purpose

The purpose of this paper is to explore how to design a web‐based course in the context of China for self‐directed learning from four perspectives – i.e. pedagogical, psychological, social and technological – and also to summarize the design principles for the web‐based course.

Design/methodology/approach

The paper reviews literature related to: self‐directed learning, with a view to bringing out its capabilities and capacities for use in a web‐based environment; theories and pedagogies of learning with a view to imbuing them for the design of web‐based courses; and challenges of the design of web‐based courses with a view to gauging its acceptability.

Findings

The development of a successful web‐based course needs to focus on multiple perspectives — pedagogical, psychological, social and technological – in order to contextualize it for learner‐centeredness. The results show that the course designed based on these dimensions was flexible, useful and welcomed.

Originality/value

This paper describes a conceptual framework for designing a web‐based course from four perspectives and also presents a series of design principles for a web‐based course.

Details

Campus-Wide Information Systems, vol. 26 no. 2
Type: Research Article
ISSN: 1065-0741

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Article
Publication date: 1 February 2002

Peter J. Smith

Working in the UK, Sadler‐Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474‐90, have…

Abstract

Working in the UK, Sadler‐Smith, Down and Lean, in their article “‘Modern’ learning methods: rhetoric and reality”, Personnel Review, Vol. 29 No. 4, 2000, pp. 474‐90, have shown that distance learning methods are neither favoured nor perceived as effective by enterprises pursuing training that yields a competitive edge. They have suggested that these methods need to be integrated with other more conventional on‐job training methods. This paper, based on Australian research, shows a tension between the requirements of flexible training methods based on distance learning methods, and the characteristics that typify learners and their workplaces. That identified tension is used to suggest how an integration of training methods may be effected in workplaces.

Details

Personnel Review, vol. 31 no. 1
Type: Research Article
ISSN: 0048-3486

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Article
Publication date: 12 June 2007

Peter J. Smith, Eugene Sadler‐Smith, Ian Robertson and Lyn Wakefield

The purpose of this research is to show that a key aspect of learning and development of individual employees is that of self‐directedness. This paper will consider the…

Abstract

Purpose

The purpose of this research is to show that a key aspect of learning and development of individual employees is that of self‐directedness. This paper will consider the role of the leader in facilitating workforce development in terms of employees' self‐directedness for learning. The research was designed to investigate the views that “learning leaders” in organizations have towards the development of self‐directedness in employees; and to identify strategies that are feasible in developing self‐directedness in operating organizations.

Design/methodology/approach

This paper draws on a national research project undertaken in 12 organizations in Australia, representing a range of sizes and a number of industry sectors. Data collection involved interviewing learning and development managers in each organization to gauge the relative feasibility of the implementation of a number of pre‐identified strategies designed to develop self‐directedness among employees within operating work environments.

Findings

The research showed that: learning managers and leaders were generally well disposed towards the development of self‐directedness, and some had already moved to do so; and identified a number of possible strategies for implementation of varying degrees of feasibility. The paper will consider these findings in relation to the concept of a “learning leader”.

Research limitations/implications

Although the research was conducted in a diverse set of 12 enterprises, applicability of the results across an even wider set of enterprises would need to be tested.

Originality/value

The findings of this research provide guidance to learning and development personnel on feasible strategies to use within their own organization to assist with the development of self‐directed learning among employees.

Details

Journal of European Industrial Training, vol. 31 no. 5
Type: Research Article
ISSN: 0309-0590

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Article
Publication date: 21 October 2020

Thomas Howard Morris and Pascal D. König

Policy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing…

Abstract

Purpose

Policy makers have called for more entrepreneurship throughout societies as a response to the digital transformation. This paper argues that the rapidly changing conditions of the digital age indeed mark a change in the bases of entrepreneurship. Specifically, as adaptivity becomes key, a learning capacity and general ability to adapt becomes a critical factor in entrepreneurial activity. The paper identifies self-directed learning (SDL) as a fundamental competence in this regard and examines its role for entrepreneurship and entrepreneurial competence.

Design/methodology/approach

The paper develops a theoretical framework for the role of SDL in entrepreneurship through a process of systematic review of previous studies that have linked SDL to entrepreneurship.

Findings

The formulated theoretical framework shows how SDL competence combines with experiential learning in supporting the kind of adaptivity needed for entrepreneurial competence, especially under more rapidly changing conditions. SDL competence also gains wider importance through enabling individuals to meet the demands of organizational changes in our highly volatile world.

Practical implications

SDL competence prepares individuals for entrepreneurship and resilience in face of rapid changes as well as for being more entrepreneurial in the conduct of their lives more generally. Fostering SDL competence can thus be regarded as an important objective of entrepreneurship education.

Originality/value

The described self-directed experiential learning cycle offers a novel perspective that clarifies how both self-directed and experiential learning competences are integral for understanding the basis of adaptiveness in entrepreneurial activity.

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Article
Publication date: 4 April 2016

Marcia Hagen and Sunyoung Park

– This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

Abstract

Purpose

This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

Design/methodology/approach

The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas.

Findings

The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition.

Research limitations/implications

First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory.

Practical implications

First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques.

Originality/value

The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

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Book part
Publication date: 29 August 2017

Nancy Johnston

This chapter outlines four specific challenges that graduates of higher education face as they transition from school to work in the new millennium: (1) The myth of a…

Abstract

This chapter outlines four specific challenges that graduates of higher education face as they transition from school to work in the new millennium: (1) The myth of a linear connection between studies and career options; (2) the purported gap between the skills and knowledge learned in school and the skills and knowledge needed in the workplace; (3) the challenge of preparing for multiple careers over a lifetime; (4) the need for lifelong learning. Learning how to transfer skills and knowledge across multiple contexts, and the ability for effective self-direction, are proposed as two important ways that job seekers themselves can effectively respond to these challenges. Higher education institutions are challenged to explicitly incorporate more reflection and other metacognitive practices into their curricula. They are also challenged to provide many (and varied) opportunities for students to transfer what they know and can do across multiple contexts, both in and outside of the classroom. Learners are encouraged to engage in greater self-direction of their academic and career trajectories and more fully understand how to create and find work by mobilizing their transferable skills in a variety of contexts, beyond those that are traditionally affiliated with their studies.

Details

Work-Integrated Learning in the 21st Century
Type: Book
ISBN: 978-1-78714-859-8

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Article
Publication date: 1 July 2006

Chutima Sacchanand and Vipa Jaroenpuntaruk

The purpose of this project was to develop a web‐based self‐training package for information retrieval using the distance education approach.

Abstract

Purpose

The purpose of this project was to develop a web‐based self‐training package for information retrieval using the distance education approach.

Design/methodology/approach

The package was developed using the distance education approach with STOU Plan, STOU Plan 2000 and GMS‐VU applied. The distance education model for the web‐based self‐training package was composed of five stages: identifying the learners, design of the package, production of the package, establishing the delivery system, and evaluation. The system development methodology was based on the system development lifecycle (SDLC) with a combination of waterfall, phased and prototyping approaches. There are several phase in SDLC to carry out: problem and objective identification, requirement determination, requirement analysis, package design, package implementation, delivery system and evaluation. Evaluation of the package was conducted in two phases: formative evaluation and summative evaluation using the focus group discussion method. Formative evaluation was conducted during the package development by experts in the field prior to the summative evaluation. The summative evaluation was conducted after the package development had been completed as a pilot study for field trial by target users, consisting of junior library staff and library users. All comments were reviewed and refined in terms of instructional content, design, overall opinion and learning progress before put on production.

Findings

The package consists of three main components: About the project, Study modules, References and further readings. Study modules, which is the most important component, consists of ten instructional modules focusing on information retrieval, and self‐assessment through pre‐test and post‐test. The package includes multimedia such as images and sound to attract learners during their learning session. The delivery mode for the self‐training package offers both online and off‐line modes. Online mode is offered when there is network facility and internet connection available, while offline mode is offered through CD‐ROM without requiring network and internet connection. The features and functions of both modes are identical. Moreover, print materials are also included as supplementary media.

Originality/value

Since the module is a self‐directed learning or self‐training tool in information retrieval it can be employed for junior library staff and library users; it provides a training tool for librarians to train library users and supports human resource and development to narrow digital divides and support the right to access information.

Details

The Electronic Library, vol. 24 no. 4
Type: Research Article
ISSN: 0264-0473

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Article
Publication date: 10 July 2009

Ulf Daniel Ehlers

The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model…

Abstract

Purpose

The purpose of this paper is to analyse the changes taking place when learning moves from a transmissive learning model to a collaborative and reflective learning model and proposes consequences for quality development.

Design/methodology/approach

The paper summarises relevant research in the field of e‐learning to outline the differences between e‐learning 1.0 and e‐learning 2.0 and amalgamates it with a series of previously published works. The characteristics of quality development are analyses in a next step and suitable methodologies for developing quality for e‐learning 2.0 environments are selected, proposed and explained.

Findings

Even though the question of quality is controversially discussed already when e‐learning 1.0 appeared on the market, e‐learning 2.0 creates even more insecurity. This paper aims at answering the following questions: what constitutes the new, innovative element, which is described by Web 2.0 and e‐learning 2.0? Does this development have consequences for how it assures, manage and develop quality in e‐learning? In three steps, it is described what e‐learning 2.0 constitutes, which basic elements of Web 2.0 it builds on, and what has changed. In a second, step the consequences this implies for quality development in e‐learning are discussed. Third, a number of methods as examples and practical advice on how to further advance quality development are described.

Originality/value

The original value of the paper is to outline the changes which have to be taken into account in new and innovative learning environment which are build on Web 2.0 technologies and to draw consequences for quality development as well as suggest methodologies for educators and learners to improve quality of such learning environments.

Details

Quality Assurance in Education, vol. 17 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

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