Lifelong learning in the Information Age
Lifelong learning in the Information Age
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信息时代的终身学习
DOI：
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发表时间：
2003
期刊：
影响因子：
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通讯作者：
Hongmei Wang
中科院分区：
文献类型：
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作者：
Hongmei Wang
终身学习是我们生活的一部分，我们一生都需要它。本文阐述了其概念的发展历史，讨论了其关键组成部分和特点，并在文献综述的基础上介绍了其评估研究。终身学习理念源于成人教育理念，进而演变为终身教育，最后发展为终身学习。终身学习最重要的组成部分是动机，它驱使学习者学习。由于终身学习的动机性，它有四种新的学习形式有助于终身学习，包括自主学习、按需学习、非正式学习以及协作和组织学习。除了这些不同形式的学习之外，终身学习和正式学习之间也存在许多显着差异。考虑到提高当前正规学习的目的，有一些将终身学习引入正规学习的尝试，也有一些关于终身学习评估的初步研究。本文还讨论了终身学习的一些挑战。
Lifelong learning is part of our life and we need it in our lifespan. This paper describes its concept development history, discussed its key component and characteristics and introduces the studies on assessment of it based on literature review. The concept of lifelong learning was rooted at the concept of adult education, then evolved to the lifelong education and finally to lifelong learning. The most important component in lifelong learning is the motivation, which drives the learner to learn. Due to the motivated nature of lifelong learning, it has four new forms of learning contributing to lifelong learning, including selfdirected learning, learning on demand, informal learning, and collaborative and organizational learning. Along with these various forms of learning, there are many significant differences between lifelong learning and formal learning. Considering the purpose of improving current formal learning, there are some attempts to induce lifelong learning into formal learning and also some initial studies on assessment on lifelong learning. Some challenges in lifelong learning are also discussed in the paper.