Mitra Kamyabi
Abstract
Background: Nowadays, expectations from higher education systems have changed, and the purpose of these centers is not only to transfer information. One of the solutions to respond to higher education’s new need is to move toward lifelong learning.Objectives: This research was conducted to investigate ...
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Background: Nowadays, expectations from higher education systems have changed, and the purpose of these centers is not only to transfer information. One of the solutions to respond to higher education’s new need is to move toward lifelong learning.Objectives: This research was conducted to investigate the desirable features of content in higher education with an emphasis on the lifelong learning approach.Methods: This qualitative study was conducted with a content analysis approach in 2019. Nineteen faculty members of Isfahan University, Shahid Bahonar University of Kerman, and Medical Sciences Universities of Kerman and Isfahan, who were experienced in the fields of curriculum planning, higher education, and teaching and learning, were selected to participate in the study through purposive sampling. Data were collected through open-ended semi-structured interviews. Graneheim and Lundman’s qualitative method was used to analyze the data. The results of data analysis were presented during three stages of open, axial, and selective coding. The peer check method and external observer were used in order to ensure the reliability and acceptability of the data.Results: According to the results of this research, three main categories were identified as the desirable features of content with an emphasis on the lifelong approach. The first category was “suitability of the content for society and its needs”, which includes the components of being up-to-date and applicability and usefulness. The second category is “suitability for the learner and his/her needs”, which includes the dimensions of matching with the learner’s interest, need, and ability, developing individual skills according to the learners’ potential, and developing excellent thinking skills. The third category is “suitability for curriculum regulations”, which includes the components of continuous education, learning with multiple methods, quality, flexibility, diversity, coherence, and self-direction.Conclusion: The results of this research can be used in revising higher education content with an emphasis on educating individuals with the feature of lifelong learning.
Mohsen Saffari; Norooz Mahmoudi
Volume 13, Issue 4 , November 2016, , Pages 384-394
Abstract
Background & Objective: Selfesteem is one of the fundamental factors in academic performance of students and recognizing the variables which impact it may help its improvement The aim of the current study was to assess the impact of factors such as demographic and academic variables inclination toward ...
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Background & Objective: Selfesteem is one of the fundamental factors in academic performance of students and recognizing the variables which impact it may help its improvement The aim of the current study was to assess the impact of factors such as demographic and academic variables inclination toward lifelong learning and learning style on selfesteem among health sciences students Methods: In the present study 209 students of the School of Health of Baqiyatallah University of Medical Sciences (Tehran Iran) were selected to participate in the study using stratified random sampling Data collection tools consisted of a demographic and academic information questionnaire the Rosenberg selfesteem scale (RSES) Kolbs Learning Style Inventory (KLSI) and the Jefferson Scale of Lifelong Learning Data were analyzed using independent ttest oneway ANOVA Pearson correlation test and multiple regression analysis in SPSS software Results: The mean age of participants was 267 ± 84 years and most (94%) of them were men In bivariate analysis factors such as gender daily study time some domains of learning style as well as constructs of lifelong learning were significantly associated with selfesteem In multiple regression analysis variables of gender daily study time abstract conceptualization from learning style domains and beliefs of motivation toward learning (a lifelong learning construct) predicted students selfesteem Approximately 38% of variance in selfesteem was explained using variables included in the regression model Conclusion: Considering that variables such as gender daily study time some learning style domains and inclination toward lifelong learning may be associated with selfesteem to improve students selfesteem in the line with enhancing their academic performance appropriate planning should be undertaken considering these factors Moreover further studies are necessary in this regard to gain more understanding of these factors