This type of learner is someone who explores their experiences of learning to better understand how they learn and improve their learning and thus, becoming a lifelong learner. This kind of student is more self-aware and self-critical, honest about themselves and open to criticism and feedback, curious and prepared to try different approaches, motivated to improve and more able to carry through independent learning. Strategies that may help to improve and encourage reflection include self- and peer assessment, learning logs, critical incident and fieldwork diaries, reflective commentaries, and action research.
Published in Chapter:
Challenges for E-Learning and Adult Students in Higher Education
Ana Maria R. Correia (Inst. Sup. Estatistica e Gestáo da Informaçáo (ISEGI) and Inst. Nacional de Eng., Tec. e Inovação (INETI), Portugal) and Anabela Sarmento (Instituto Politécnico do Porto, Portugal)
Copyright: © 2009
|Pages: 7
DOI: 10.4018/978-1-60566-198-8.ch036
Abstract
The development and promotion of the strategic goal of the European Union to become a competitive and dynamic knowledge-based economy and society (Lisbon European Council, 2000) can only be achieved with the relevant technological infrastructures together with people equipped with the necessary skills and competences (European Commission, 2002). As stated in the European Council (2005, p. 7), “human capital is the most important asset for Europe.” This human capital must be supported by a well-structured initial education, constantly updated by a continuous lifelong learning program, so that people can face the challenges of a series of new jobs, maybe separated by spells of shortterm contracts or even unemployment. This continuous education program should be available to all citizens, regardless of their age and social or economic status.