Citation

Promoting lifelong learning in the university classroom using engaged pedagogies

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Abstract:

Engaged pedagogies impact not only content mastery, but also promote an attitude of lifelong learning that fosters personal development (Pascarella and Terenzini, 2005) and enhances critical thinking, problem solving, and civic engagement (Benson and Harkavy, 2002). Research on lifelong learning may provide answers to why people opt out of formal education and how best to bring those who are disenfranchised back into society. According the Department of Education and Science in Ireland (2000) a highly skilled workforce, well-educated and trained, is a prerequisite for the maintenance of competitiveness in the world today. Workforce training centers and higher education facilities must work together to provide engaged learning opportunities that promote the capacity for adaptability and change that is demanded for strong societies.

It is the nexus between self-regulated and lifelong learning that the authors think will provide educational approaches appropriate to combat the increasing number of people (ages 16-30) not engaged in education, employment or training (NEETs) who are marginalized within their own society. Understanding why it matters how students learn can contribute to the reduction of the number of NEETs who put a drain on societies and, in so doing, limit their human potential. Recommendations are based on quantitative and qualitative data that assess aspects of self-regulated learning (n=69,873) and data from several nations including the United Kingdom and Japan. This presentation makes a case for how engaged learning can prepare students for future changes and liberate them from the potential of living on the fringes of society.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p493902_index.html
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MLA Citation:

Iaeger, Paula. and Insley, Robert. "Promoting lifelong learning in the university classroom using engaged pedagogies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493902_index.html>

APA Citation:

Iaeger, P. I. and Insley, R. G. , 2011-04-30 "Promoting lifelong learning in the university classroom using engaged pedagogies" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493902_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Engaged pedagogies impact not only content mastery, but also promote an attitude of lifelong learning that fosters personal development (Pascarella and Terenzini, 2005) and enhances critical thinking, problem solving, and civic engagement (Benson and Harkavy, 2002). Research on lifelong learning may provide answers to why people opt out of formal education and how best to bring those who are disenfranchised back into society. According the Department of Education and Science in Ireland (2000) a highly skilled workforce, well-educated and trained, is a prerequisite for the maintenance of competitiveness in the world today. Workforce training centers and higher education facilities must work together to provide engaged learning opportunities that promote the capacity for adaptability and change that is demanded for strong societies.

It is the nexus between self-regulated and lifelong learning that the authors think will provide educational approaches appropriate to combat the increasing number of people (ages 16-30) not engaged in education, employment or training (NEETs) who are marginalized within their own society. Understanding why it matters how students learn can contribute to the reduction of the number of NEETs who put a drain on societies and, in so doing, limit their human potential. Recommendations are based on quantitative and qualitative data that assess aspects of self-regulated learning (n=69,873) and data from several nations including the United Kingdom and Japan. This presentation makes a case for how engaged learning can prepare students for future changes and liberate them from the potential of living on the fringes of society.


Similar Titles:
Promoting lifelong learning for youth not engaged in employment, education, or training: A systematic analysis of curriculum and teaching methods

Engaging Intellect: Problem Based Learning and Student Engagement in the Public Speaking Classroom

Service Learning: Making Connections Between Classroom Learning and Real World Problems to Create Lifelong Learning


 
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