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Lifelong learning challenges: Proactive, reactive or inactive?

Lifelong learning transcends age and the narrow confines of the classroom. The advances in technology, globalization, economic advancement and a range of other factors have contributed to the need for lifelong learning. In line with the global trend to provide viable alternatives to conventional ed...

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Main Authors: Krishnasamy, Hariharan N., Said, Shahrul Niza
Format: Conference or Workshop Item
Language:English
Published: 2010
Subjects:
LC5201 Education extension. Adult education. Continuing education
Online Access:http://repo.uum.edu.my/2019/1/LLL_-_T2_-_04.pdf
http://repo.uum.edu.my/2019/
http://3linc.uum.edu.my/
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spelling my.uum.repo.20192011-01-03T03:16:26Z http://repo.uum.edu.my/2019/ Lifelong learning challenges: Proactive, reactive or inactive? Krishnasamy, Hariharan N. Said, Shahrul Niza LC5201 Education extension. Adult education. Continuing education Lifelong learning transcends age and the narrow confines of the classroom. The advances in technology, globalization, economic advancement and a range of other factors have contributed to the need for lifelong learning. In line with the global trend to provide viable alternatives to conventional educational systems, the Malaysian government has provided impetus for lifelong learning through its Third Outline Perspective Plan, the 8th Malaysia Plan and the 9th Malaysia Plan. The opportunity to pursue off-campus learning programs paves the way for lifelong learning. The present study focuses on an off-campus program offered by a tertiary-level institution in Malaysia, that is, Universiti Utara Malaysia. 20 students enrolled in UUM’s off-campus undergraduate program were interviewed in 2009 and 2010. Participants had completed their first or second semester of study. Interviews regarding students’ readiness for self-directed learning indicated that several issues needed to be addressed if more students were expected to successfully complete their programs. While some students coped well with independent learning, a sizeable number of students needed more guidance on strategies that could help with independent learning. Issues that need to be addressed by the university include access to resources, academic guidance, effective study techniques, and meeting deadlines. 2010 Conference or Workshop Item PeerReviewed application/pdf en http://repo.uum.edu.my/2019/1/LLL_-_T2_-_04.pdf Krishnasamy, Hariharan N. and Said, Shahrul Niza (2010) Lifelong learning challenges: Proactive, reactive or inactive? In: Lifelong Learning International Conference 2010 (3LInC’10), 10 - 12 November 2010, Seri Pacific Hotel, Kuala Lumpur, Malaysia. (Unpublished) http://3linc.uum.edu.my/
institution Universiti Utara Malaysia
building UUM Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Utara Malaysia
content_source UUM Institutionali Repository
url_provider http://repo.uum.edu.my/
language English
topic LC5201 Education extension. Adult education. Continuing education
spellingShingle LC5201 Education extension. Adult education. Continuing education
Krishnasamy, Hariharan N.
Said, Shahrul Niza
Lifelong learning challenges: Proactive, reactive or inactive?
description Lifelong learning transcends age and the narrow confines of the classroom. The advances in technology, globalization, economic advancement and a range of other factors have contributed to the need for lifelong learning. In line with the global trend to provide viable alternatives to conventional educational systems, the Malaysian government has provided impetus for lifelong learning through its Third Outline Perspective Plan, the 8th Malaysia Plan and the 9th Malaysia Plan. The opportunity to pursue off-campus learning programs paves the way for lifelong learning. The present study focuses on an off-campus program offered by a tertiary-level institution in Malaysia, that is, Universiti Utara Malaysia. 20 students enrolled in UUM’s off-campus undergraduate program were interviewed in 2009 and 2010. Participants had completed their first or second semester of study. Interviews regarding students’ readiness for self-directed learning indicated that several issues needed to be addressed if more students were expected to successfully complete their programs. While some students coped well with independent learning, a sizeable number of students needed more guidance on strategies that could help with independent learning. Issues that need to be addressed by the university include access to resources, academic guidance, effective study techniques, and meeting deadlines.
format Conference or Workshop Item
author Krishnasamy, Hariharan N.
Said, Shahrul Niza
author_facet Krishnasamy, Hariharan N.
Said, Shahrul Niza
author_sort Krishnasamy, Hariharan N.
title Lifelong learning challenges: Proactive, reactive or inactive?
title_short Lifelong learning challenges: Proactive, reactive or inactive?
title_full Lifelong learning challenges: Proactive, reactive or inactive?
title_fullStr Lifelong learning challenges: Proactive, reactive or inactive?
title_full_unstemmed Lifelong learning challenges: Proactive, reactive or inactive?
title_sort lifelong learning challenges: proactive, reactive or inactive?
publishDate 2010
url http://repo.uum.edu.my/2019/1/LLL_-_T2_-_04.pdf
http://repo.uum.edu.my/2019/
http://3linc.uum.edu.my/
_version_ 1644278127586705408
score 13.211869

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