Theorising hybrid lifelong learning Nørgård, Rikke Toft
British journal of educational technology,
July 2021, 2021-07-00, Volume:
52, Issue:
4
Journal Article
Peer reviewed
Open access
In the pre‐pandemic world learning was most often onsite, in‐person and co‐located. This was turned upside down during the pandemic where online suddenly became the ‘new normal’. To continue learning ...in a pandemic world, learning providers and institutions were required to rethink and reconfigure learning to more online and ‘pandemic‐friendly’ formats. In the aftermath of emergency teaching and learning, providers, developers and teachers are now looking ahead to contemplate its impact on the educational landscape. Here, the large‐scale, wide‐spread development and delivery of online, blended and hybrid learning formats might demarcate a turning point for education. However, hybridity, hybrid learning environments and hybrid learning carry with them particular conceptualisations, characteristics and frameworks we need to bear in mind when thinking about lifelong learning in a post‐pandemic world. This article is an effort to provide an operationalisation of theories for hybrid lifelong learning through asking: How can we understand the concepts of hybrids, hybridization and hybridity in order to take advantage of the potentials and opportunities these concepts hold when it comes to lifelong learning? And how can we apply this understanding to describe hybrid lifelong learning in ways that sets it apart from emergency teaching and learning as well as other similar formats such as online learning or parallel teaching?
Practitioner notes
What is already known about this topic
Hybrid learning environments is a central topic in the field, but it is not clear how we should think about this term.
Hybrid learning has grown substantially in importance. Yet the field is still under‐theorised.
Hybrid learning environments are challenging and under‐researched. The dissolution of dichotomies central in hybrid learning makes it more complex and less predictable.
What this paper adds
Theoretical groundwork is provided to circumvent the “common sense” understanding of hybridity in hybrid learning.
Synthesises insights from a body of recent research on hybrid education and hybrid learning, reflecting the complexity added by the notion of hybridity to learning, learning environments and lifelong learning.
A novel conception of hybridity that foregrounds the complexity, entanglement and dissolution of dichotomies as well as a more integrated and holistic theorisation of the assumptions and premises that underpin hybrid learning, based on existing theories and research.
Implications for practice and/or policy
More theoretically grounded accounts of hybridity, hybrid learning and hybrid learning environments provide richer explanations of these terms, and would benefit the field.
The paper's theoretical perspective prompts some rethinking of how design for hybrid learning occurs, what it consists of and how it may be improved.
Teachers who want to foster hybrid learning environments and hybrid lifelong learning should be aware of using an integrated theoretical approach when analysing or designing for situations where learning is hybridised.
Researchers need to be more explicit about the theories that underpin their studies of hybrid education, hybrid learning and hybrid learning environments.
Being aware and accurate of how one will perform in a college class may relate to personal qualities, how one feels about oneself, learning strategies, and attitudes towards learning. In this study, ...302 undergraduate students completed a questionnaire in the first 2 weeks of the semester, which included estimated grade in a particular class and measures of grit, self-esteem, learning strategies, and attitudes towards lifelong learning. Perseverance of effort, a component of grit, and self-esteem predicted estimated grade. There were no significant predictors of achieved final grade. Self-esteem, attitudes towards lifelong learning and general strategies for learning predicted perseverance of effort. Self-esteem and general strategies for learning predicted consistency of interest, another component of grit. For college students, grit may still be in flux through their experiences learning and achieving in college.
Surviving and thriving in this 21st century volatile, uncertain, complex, and ambiguous (VUCA) world caused by rapid digitalisation and changing work landscape, requires agile organisations with ...agile employees who are adaptable, resilient, and actively engaged in lifelong learning. A blended workforce encompassing full-time and 'gig' employees, working in tandem with smart machines, calls for an innovative and collaborative workforce capable of critical thinking and creative problem solving. This paper aims to highlight the potential of design thinking approaches to foster lifelong learning and graduate employability in a VUCA environment. The paper outlines an empirical study investigating the multiple benefits of incorporating design thinking process attributes in higher education. It argues that such processes can result in the development of 21st century skills and mindset and graduate capability themes that promote lifelong learning skills. Incorporating such strategies offers the potential to narrow the competency gap between workforce and work and enhance the employability and career development of graduates. The paper offers a Framework for Lifelong Learning in a VUCA environment that outlines the powerful traits that arise as payoffs from engaging in and practising design thinking. This framework can serve as a preliminary guide for higher education educators, learning organisations and individuals to inculcate and enhance lifelong learning
This paper provides a detailed review of the emerging themes on e-learning methods in organizations. It critically examines the advantages, disadvantages challenges, critical success factors, ...theories and models from the stakeholder's perspective. The paper also elucidates the changing trends in these themes along the progression of Web era. Electronic database like PROQUEST, EBSCO and JSTOR were accessed to search for tiered articles published between 2000 and 2018 using keywords such as “e learning”, “web-based learning” and “online learning” in organizations. 138 articles from tiered journals were critically reviewed. It was found that in the last two decades there have been various social, technological and organizational factors that have impacted the e learning stakeholders and no stakeholder influences the world of electronic learning in isolation. All the stakeholders have to keep up to the changing trends of technology and the associated learning environment. Rapid technological advancements and aligned changes in the learning environment is the unremitting challenge that stakeholders' face, which when tackled competently yields an effective e learning environment.
•Identifies various theories and models that have been applied in the e-learning literature.•Discusses the advantages, disadvantages, challenges and critical success factors in the context of e-learning.•Categorizes the identified theories, models and the factors by their relevance to stakeholders.
Cross-domain continual learning via CLAMP Weng, Weiwei; Pratama, Mahardhika; Zhang, Jie ...
Information sciences,
August 2024, 2024-08-00, Volume:
676
Journal Article
Peer reviewed
Open access
Artificial neural networks, celebrated for their human-like cognitive learning abilities, often encounter the well-known catastrophic forgetting (CF) problem, where the neural networks lose the ...proficiency in previously acquired knowledge. Despite numerous efforts to mitigate CF, it remains the significant challenge particularly in complex changing environments. This challenge is even more pronounced in cross-domain adaptation following the continual learning (CL) setting, which is a more challenging and realistic scenario that is under-explored. To this end, this article proposes a cross-domain CL approach making possible to deploy a single model in such environments without additional labelling costs. Our approach, namely continual learning approach for many processes (CLAMP), integrates a class-aware adversarial domain adaptation strategy to align a source domain and a target domain. An assessor-guided learning process is put forward to navigate the learning process of a base model assigning a set of weights to every sample controlling the influence of every sample and the interactions of each loss function in such a way to balance the stability and plasticity dilemma thus preventing the CF problem. The first assessor focuses on the negative transfer problem rejecting irrelevant samples of the source domain while the second assessor prevents noisy pseudo labels of the target domain. Both assessors are trained in the meta-learning approach using random transformation techniques and similar samples of the source domain. Theoretical analysis and extensive numerical validations demonstrate that CLAMP significantly outperforms established baseline algorithms across all experiments by at least 10% margin.
•This paper presents a scarcely addressed problem, cross-domain continual learning.•This paper proposes a new algorithm, continual learning approach for many processes (CLAMP), for cross-domain continual learning.•Extensive numerical validations and theoretical studies are performed to guarantee the advantage of CLAMP.
Treće stoljeće edukativnih aktivnosti Cobal, Sara; Matišić, Ivona; Krznarić, Željko
Medicina fluminensis,
12/2023, Volume:
59, Issue:
4
Journal Article
Peer reviewed
Hrvatski liječnički zbor (HLZ) osnovan je 26. veljače 1874. radi unaprjeđenja zaštite zdravlja naroda, stručnog i znanstvenog rada, njegovanja liječničke etike i zaštite staleških interesa. Liečnički ...viestnik je najstariji hrvatski medicinski časopis s dugogodišnjom tradicijom. Prvi broj izašao je u siječnju 1877. Hrvatski liječnički zbor je osnivač Medicinskog fakulteta Sveučilišta u Zagrebu, Hrvatske liječničke komore te drugih udruga i institucija u Hrvatskoj. Hrvatski liječnički zbor ima 10 826 dobrovoljnih članova u 26 podružnica i 163 strukovna društva. Također, surađuje s najrelevantnijim javnim institucijama vezanim uz zdravstveni sustav Hrvatske. Jedan od glavnih projekata Hrvatskog liječničkog zbora jest izrada kliničkih smjernica za zdravstveni sustav Republike Hrvatske. Od 2004. više od 70 dijagnostičkih i terapijskih smjernica napisala su stručna društva Hrvatskog liječničkog zbora. Tijekom posljednjih pet godina Hrvatski liječnički zbor je također razvio i proveo projekte financirane od Europske unije, a usmjerene na internacionalizaciju visokog obrazovanja u Hrvatskoj (EXPPAND) i na prevenciju pretilosti djece u hrvatskim osnovnim školama (PETICA – igrom do zdravlja). Stručna društva Hrvatskog liječničkog zbora posvećena su cjeloživotnom učenju koje se sastoji od više od 2500 edukativnih aktivnosti godišnje. Zaključno, Hrvatski liječnički zbor već treće stoljeće kontinuirano utire put kao zalog za bolju budućnost hrvatskog zdravstvenog sustava ulažući u obrazovanje i usavršavanje liječnika koji su ključni za napredak medicine.
The Croatian Medical Association (CMA) was founded February 26, 1874, for the purpose of improving protection of people’s health, professional and scientific work, fostering medical ethics and protecting class interests. Liečnički viestnik is the oldest Croatian medical journal with long-lasting tradition. The first issue was published in January 1877. The Croatian Medical Association is the founder of the School of Medicine University of Zagreb, the Croatian Medical Chamber as well as other associations and institutions in Croatia. The Croatian Medical Association has 10 826 voluntary members in 26 branches and 163 Professional Societies. Also, it collaborates with the most relevant public institutions related to the Healthcare system of Croatia. One of the main projects of the Croatian Medical Association are creation of clinical guidelines for the Healthcare system of Croatia. Since 2004, more than 70 diagnostic and therapeutic guidelines have been written by Professional Societies of Croatian Medical Association. During the last five years the Croatian Medical Association has also developed and implemented EU funded projects focused on the internationalization of higher education in Croatia (EXPPAND) and on childhood obesity prevention in Croatian primary schools (PETICA – play for health). Professional Societies of the Croatian Medical Association are devoted to LifeLong Learning that consist of more than 2500 educational activities/year. In conclusion, the Croatian Medical Association in its third century of educational activity, is continuously paving the way for a better future of the Croatian Healthcare system by investing in education and training of doctors that is essential for progress of medicine.
The aims of this study were to reveal university students' self-directed learning skills and determine whether these skills vary based on university type, gender, field of study, year of study, ...academic success, type of university entrance score, income level, and the desire to pursue a graduate degree. Also, this study explored the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The study group of the survey comprised 2,600 first and fourth-year students from same departments of Hacettepe and Başkent Universities. The study collected its data by using "Self-Directed Learning Skills Scale" designed by Aşkin (2015). Moreover, Diker-Coşkun's "Lifelong Learning Tendencies Scale" was used to explore the relationship between university students' self-directed learning skills and their lifelong learning tendencies. The results revealed that university students' self-directed learning scores were above the median score of the scale. Self-directed learning skills were found not to vary based on university, year of study, income level. However, gender, field of study, university entrance score type, academic success and the desire to pursue a graduate degree made a significant difference on university students' self-directed learning skills. Finally, a moderate positive relationship was detected between self-directed learning skills and lifelong learning tendencies. In summary it can be said that, undergraduate students have self-directed learning skills and these skills are related to lifelong learning.
This study assesses the role of information and communication technologies (ICT) in modulating the impact of education and lifelong learning on income inequality and economic growth. It focuses on a ...sample of 48 African countries from 2004 to 2014. The empirical evidence is based on the generalized method of moments. The following findings are established. First, mobile phone and internet each interact with primary school education to decrease income inequality. Second, all ICT indicators interact with secondary school education to exert a negative impact on the Gini index. Third, fixed broadband distinctly interacts with primary school education and lifelong learning to have a positive effect on economic growth. Fourth, ICT indicators do not significantly influence inequality and economic growth through tertiary school education and lifelong learning. These main findings are further substantiated. Policy implications are discussed.
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