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learning mindset</title> <meta name="description" content="Search results for: lifelong learning mindset"> <meta name="keywords" content="lifelong learning mindset"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="lifelong learning mindset"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7353</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: lifelong learning mindset</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7353</span> Impact of Lifelong-Learning Mindset on Career Success of the Accounting and Finance Professionals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20W.%20A.%20V.%20A.%20Wijenayake">R. W. A. V. A. Wijenayake</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20M.%20R.%20N.%20Fernando"> P. M. R. N. Fernando</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Nilesh"> S. Nilesh</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20D.%20G.%20M.%20S.%20Diddeniya"> M. D. G. M. S. Diddeniya</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Weligodapola"> M. Weligodapola</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Shamila"> P. Shamila</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is designed to examine the impact of a lifelong learning mindset on the career success of accounting and finance professionals in the western province of Sri Lanka. The learning mindset impacts the career success of accounting and finance professionals. The main objective of this study is to identify how the lifelong-learning mindset impacts on the career success of accounting and finance professionals. The lifelong learning mindset is the desire to learn new things and curiosity, resilience, and strategic thinking are the selected constructs to measure the lifelong learning mindset. Career success refers to certain objectives and emotional measures of improvement in one’s work life. The related variables of career success are measured through the number of promotions that have been granted in his/her work life. Positivism is the research paradigm, and the deductive approach is involved as this study relies on testing an existing theory. To conduct the study, the accounting and finance professionals in the western province in Sri Lanka were selected because most reputed international and local companies and specifically, headquarters of most of the companies are in western province. The responses cannot be collected from the whole population. Therefore, this study used a simple random sampling method, and the sample size was 120. Therefore, to identify the impact, 5-point Likert scale is used to perform this quantitative data. Required data gathered through an online questionnaire and the final outputs of the study will offer certain important recommendations to several parties such as universities, undergraduates, companies, and the policymakers to improve, help mentally and financially and motivate the students and the employees to continue their studies without ceasing after completion of their degree. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=career%20success" title="career success">career success</a>, <a href="https://publications.waset.org/abstracts/search?q=curiosity" title=" curiosity"> curiosity</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning%20mindset" title=" lifelong learning mindset"> lifelong learning mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=resilience" title=" resilience"> resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=strategic%20thinking" title=" strategic thinking"> strategic thinking</a> </p> <a href="https://publications.waset.org/abstracts/140033/impact-of-lifelong-learning-mindset-on-career-success-of-the-accounting-and-finance-professionals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/140033.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7352</span> Lifelong Learning and Digital Literacies in Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Selma%20Karabinar">Selma Karabinar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lifelong learning can be described as a system where learning takes place for a person over the course of a lifespan and comprises formal, non-formal and informal learning to achieve the maximum possible improvement in personal, social, and vocational life. 21st century is marked with the digital technologies and people need to learn and adapt to new literacies as part of their lifelong learning. Our current knowledge gap brings to mind several questions: Do people with digital mindsets have different assumptions about affordances of digital technologies? How do digital mindsets lead language learners use digital technologies within and beyond classrooms? Does digital literacies have different significance for the learners? The presentation is based on a study attempted to answer these questions and show the relationship between lifelong learning and digital literacies. The study was conducted with learners of English language at a state university in Istanbul. The quantitative data in terms of participants' lifelong learning perception was collected through a lifelong learning scale from 150 students. Then 5 students with high and 5 with low lifelong learning perception were interviewed. They were questioned about their personal sense of agency in lifelong learning and how they use digital technologies in their language learning. Therefore, the qualitative data was analyzed in terms of their knowledge about digital literacies and actual use of it in their personal and educational life. The results of the study suggest why teaching new literacies are important for lifelong learning and also suggests implications for language teachers' education and language pedagogy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20mindsets" title="digital mindsets">digital mindsets</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20literacies" title=" new literacies"> new literacies</a> </p> <a href="https://publications.waset.org/abstracts/58503/lifelong-learning-and-digital-literacies-in-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58503.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">381</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7351</span> A Study of Adult Lifelong Learning Consulting and Service System in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wan%20Jen%20Chang">Wan Jen Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Back ground: Taiwan's current adult lifelong learning services have expanded from vocational training to universal lifelong learning. However, both the professional knowledge training of learning guidance and consulting services and the provision of adult online learning consulting service systems still need to be established. Purpose: The purposes of this study are as follows: 1. Analyze the professional training mechanism for cultivating adult lifelong learning consultation and coaching; 2. Explore the feasibility of constructing a system that uses network technology to provide adult learning consultation services. Research design: This study conducts a literature analysis of counseling and coaching policy reports on lifelong learning in European countries and the United States. There are two focus discussions were conducted with 15 lifelong learning scholars, experts and practitioners as research subjects. The following two topics were discussed and suggested: 1. The current situation, needs and professional ability training mechanism of "Adult Lifelong Learning Consulting and Services"; 2. Strategies for establishing an "Adult Lifelong Learning Consulting and Service internet System". Conclusion: 1.Based on adult lifelong learning consulting and service needs, plan a professional knowledge training and certification system.2.Adult lifelong learning consulting and service professional knowledge and skills training should include the use of network technology to provide consulting service skills.3.To establish an adult lifelong learning consultation and service system, the Ministry of Education should promulgate policies and measures at the central level and entrust local governments or private organizations to implement them.4.The adult lifelong learning consulting and service system can combine the national qualifications framework, private sector and NPO to expand learning consulting service partners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20lifelong%20learning" title="adult lifelong learning">adult lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=profesional%20knowledge" title=" profesional knowledge"> profesional knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=consulting%20and%20service" title=" consulting and service"> consulting and service</a>, <a href="https://publications.waset.org/abstracts/search?q=network%20system" title=" network system"> network system</a> </p> <a href="https://publications.waset.org/abstracts/175824/a-study-of-adult-lifelong-learning-consulting-and-service-system-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175824.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7350</span> ICTs Knowledge as a Way of Enhancing Literacy and Lifelong Learning in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jame%20O.%20Ezema">Jame O. Ezema</a>, <a href="https://publications.waset.org/abstracts/search?q=Odenigbo%20Veronica"> Odenigbo Veronica</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study covers the topic Information Communication and Technology (ICTs) knowledge as a way of enhancing Literacy and Lifelong learning in Nigeria. This work delved into defining of ICTs. Types of ICTs and media technologies were also mentioned. It further explained how ICTs can be strengthened and the uses of ICTs in education was duly emphasized. The paper also enumerated some side effects of ICTs on learners while the role of ICTs in enhancing literacy was explained. The study carried out strategies to use ICTs meaningfully in Literacy Programs and also emphasized the word lifelong learning in Nigeria. Some recommendations were made towards acquiring ICTs knowledge, so as to enhance Literacy and Lifelong learning in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=literacy" title="literacy">literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=distance-learning" title=" distance-learning"> distance-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20learning%20for%20sustainable%20development" title=" life-long learning for sustainable development"> life-long learning for sustainable development</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a> </p> <a href="https://publications.waset.org/abstracts/30600/icts-knowledge-as-a-way-of-enhancing-literacy-and-lifelong-learning-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7349</span> Social Semantic Web-Based Analytics Approach to Support Lifelong Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Halimi">Khaled Halimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Hassina%20Seridi-Bouchelaghem"> Hassina Seridi-Bouchelaghem</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to describe how learning analytics approaches based on social semantic web techniques can be applied to enhance the lifelong learning experiences in a connectivist perspective. For this reason, a prototype of a system called <em>SoLearn</em> (Social Learning Environment) that supports this approach. We observed and studied literature related to lifelong learning systems, social semantic web and ontologies, connectivism theory, learning analytics approaches and reviewed implemented systems based on these fields to extract and draw conclusions about necessary features for enhancing the lifelong learning process. The semantic analytics of learning can be used for viewing, studying and analysing the massive data generated by learners, which helps them to understand through recommendations, charts and figures their learning and behaviour, and to detect where they have weaknesses or limitations. This paper emphasises that implementing a learning analytics approach based on social semantic web representations can enhance the learning process. From one hand, the analysis process leverages the meaning expressed by semantics presented in the ontology (relationships between concepts). From the other hand, the analysis process exploits the discovery of new knowledge by means of inferring mechanism of the semantic web. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=connectivism" title="connectivism">connectivism</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20analytics" title=" learning analytics"> learning analytics</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20semantic%20web" title=" social semantic web"> social semantic web</a> </p> <a href="https://publications.waset.org/abstracts/100850/social-semantic-web-based-analytics-approach-to-support-lifelong-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100850.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">215</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7348</span> Identifying the Mindset of Deaf Benildean Students in Learning Anatomy and Physiology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joanne%20Rieta%20Miranda">Joanne Rieta Miranda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning anatomy and physiology among Deaf Non-Science major students is a challenge. They have this mindset that Anatomy and Physiology are difficult and very technical. In this study, nine (9) deaf students who are business majors were considered. Non-conventional teaching strategies and classroom activities were employed such as cooperative learning, virtual lab, Facebook live, big sky, blood typing, mind mapping, reflections, etc. Of all the activities; the deaf students ranked cooperative learning as the best learning activity. This is where they played doctors. They measured the pulse rate, heart rate and blood pressure of their partner classmate. In terms of mindset, 2 out of 9 students have a growth mindset with some fixed ideas while 7 have a fixed mindset with some growth ideas. All the students passed the course. Three out of nine students got a grade of 90% and above. The teacher was evaluated by the deaf students as very satisfactory with a mean score of 3.54. This means that the learner-centered practices in the classroom are manifested to a great extent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deaf%20students" title="deaf students">deaf students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20anatomy%20and%20physiology" title=" learning anatomy and physiology"> learning anatomy and physiology</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20strategies" title=" teaching strategies"> teaching strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=learner-entered%20practices" title=" learner-entered practices"> learner-entered practices</a> </p> <a href="https://publications.waset.org/abstracts/76423/identifying-the-mindset-of-deaf-benildean-students-in-learning-anatomy-and-physiology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76423.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">231</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7347</span> Lifelong Education for Teachers: A Tool for Achieving Effective Teaching and Learning in Secondary Schools in Benue State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adzongo%20Philomena%20Ibuh">Adzongo Philomena Ibuh</a>, <a href="https://publications.waset.org/abstracts/search?q=Aloga%20O.%20Austin"> Aloga O. Austin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to examine lifelong education for teachers as a tool for achieving effective teaching and learning. Lifelong education enhances social inclusion, personal development, citizenship, employability, teaching and learning, community and the nation, and the challenges of lifelong education were also discussed. Descriptive survey design was adopted for the study. A simple random sampling technique was used to select 80 teachers as sample from a population of 105 senior secondary school teachers in Makurdi local government area of Benue state. A 20-item self designed questionnaire subjected to expert validation and reliability was used to collect data. The reliability Alpha coefficient of 0.87 was established using Crombach Alpha technique, mean scores and standard deviation were used to answer the 2 research questions while chi-square was used to analyze data for the 2 hypotheses. The findings of the study revealed that, lifelong education for teachers can be used to achieve as a tool for achieving effective teaching and learning, and the study recommended among others that government, organizations and individuals should in collaboration put lifelong education programmes for teachers on the priority list. The paper concluded that the strategic position of lifelong education for teachers towards enhanced teaching and learning makes it imperative for all hands to be on deck to support the programme financially and otherwise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effective%20teaching%20and%20learning" title="effective teaching and learning">effective teaching and learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20education" title=" lifelong education"> lifelong education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=tool" title=" tool"> tool</a> </p> <a href="https://publications.waset.org/abstracts/31678/lifelong-education-for-teachers-a-tool-for-achieving-effective-teaching-and-learning-in-secondary-schools-in-benue-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31678.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">474</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7346</span> Lifelong Distance Learning and Skills Development: A Case Study Analysis in Greece</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eleni%20Giouli">Eleni Giouli</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Distance learning provides a flexible approach to education, enabling busy learners to complete their coursework at their own pace, on their own schedule, and from a convenient location. This flexibility combined with a series of other issues; make the benefits of lifelong distance learning numerous. The purpose of the paper is to investigate whether distance education can contribute to the improvement of adult skills in Greece, highlighting in this way the necessity of the lifelong distance learning. To investigate this goal, a questionnaire is constructed and analyzed based on responses from 3,016 attendees of lifelong distance learning programs in the e-learning of the National and Kapodistrian University of Athens in Greece. In order to do so, a series of relationships is examined including the effects of a) the gender, b) the previous educational level, c) the current employment status, and d) the method used in the distance learning program, on the development of new general, technical, administrative, social, cultural, entrepreneurial and green skills. The basic conclusions that emerge after using a binary logistic framework are that the following factors are critical in order to develop new skills: the gender, the education level and the educational method used in the lifelong distance learning program. The skills more significantly affected by those factors are the acquiring new skills in general, as well as acquiring general, language and cultural, entrepreneurial and green skills, while for technical and social skills only gender and educational method play a crucial role. Moreover, routine skills and social skills are not affected by the four factors included in the analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adult%20skills" title="adult skills">adult skills</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20learning" title=" distance learning"> distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a> </p> <a href="https://publications.waset.org/abstracts/132048/lifelong-distance-learning-and-skills-development-a-case-study-analysis-in-greece" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132048.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7345</span> A Systematic Review on Lifelong Learning Programs for Community-Dwelling Older Adults </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xi%20Vivien%20Wu">Xi Vivien Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Emily%20Neo%20Kim%20Ang"> Emily Neo Kim Ang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yi%20Jung%20Tung"> Yi Jung Tung</a>, <a href="https://publications.waset.org/abstracts/search?q=Wenru%20Wang"> Wenru Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Objective: The increase in life expectancy and emphasis on self-reliance for the older adults are global phenomena. As such, lifelong learning in the community is considered a viable means of promoting successful and active aging. This systematic review aims to examine various lifelong learning programs for community-dwelling older adults and to synthesize the contents and outcomes of these lifelong learning programs. Methods: A systematic search was conducted in July to December 2016. Two reviewers were engaged in the process to ensure creditability of the selection process. Narrative description and analysis were applied with the support of a tabulation of key data including study design, interventions, and outcomes. Results: Eleven articles, which consisted of five randomized controlled trials and six quasi-experimental studies, were included in this review. Interventions included e-health literacy programs with the aid of computers and the Internet (n=4), computer and Internet training (n=3), physical fitness programs (n=2), music program (n=1), and intergenerational program (n=1). All studies used objective measurement tools to evaluate the outcomes of the study. Conclusion: The systematic review indicated lifelong learning programs resulted in positive outcomes in terms of physical health, mental health, social behavior, social support, self-efficacy and confidence in computer usage, and increased e-health literacy efficacy. However, the lifelong learning programs face challenges such as funding shortages, program cuts, and increasing costs. A comprehensive lifelong learning program could be developed to enhance the well-being of the older adults at a more holistic level. Empirical research can be done to explore the effectiveness of this comprehensive lifelong learning program. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community-dwelling%20older%20adults" title="community-dwelling older adults">community-dwelling older adults</a>, <a href="https://publications.waset.org/abstracts/search?q=e-health%20literacy%20program" title=" e-health literacy program"> e-health literacy program</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning%20program" title=" lifelong learning program"> lifelong learning program</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20wellbeing%20of%20the%20older%20adults" title=" the wellbeing of the older adults"> the wellbeing of the older adults</a> </p> <a href="https://publications.waset.org/abstracts/88982/a-systematic-review-on-lifelong-learning-programs-for-community-dwelling-older-adults" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88982.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7344</span> Exploring Equity and Inclusion in the Context of Distance Education Using a Social Location Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Boadi%20Agyekum">Boadi Agyekum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, a social location perspective is used to explore the challenges of creating opportunities that will foster lifelong education, inclusion, and equity for residents of rural communities in Ghana. The differentiated experiences of rural adults are under-researched and often unacknowledged in lifelong education literature and distance education policy. There is a need to examine carefully the structural inequalities that create disadvantages for residents of rural communities and women in pursuing distance education in designated cities in Ghana. The paper uses in-depth interviews to explore participants’ experiences of learning at a distance and to scrutinise the narratives of lifelong education. The paper reflects on the implications of the framework employed for educators and social justice in lifelong education. It further recommends the need to provide IT laboratories and fully online programs that would require stable and regular internet and access to ICT equipment for potential learning in rural communities. The social location approach presented a number of axes of diversity as comparatively more important than others; these included gender, age, education, work commitment, geography, and degree of social connectedness. This can inform lifelong education policy and programs to sustain quality education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equity" title="equity">equity</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20location" title=" social location"> social location</a>, <a href="https://publications.waset.org/abstracts/search?q=intersectionality" title=" intersectionality"> intersectionality</a>, <a href="https://publications.waset.org/abstracts/search?q=rural%20communities" title=" rural communities"> rural communities</a> </p> <a href="https://publications.waset.org/abstracts/168321/exploring-equity-and-inclusion-in-the-context-of-distance-education-using-a-social-location-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168321.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7343</span> The Role of Learning in Stimulation Policies to Increase Participation in Lifelong Development: A Government Policy Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bj%C3%B6rn%20de%20Kruijf">Björn de Kruijf</a>, <a href="https://publications.waset.org/abstracts/search?q=Arjen%20Edzes"> Arjen Edzes</a>, <a href="https://publications.waset.org/abstracts/search?q=Sietske%20Waslander"> Sietske Waslander</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In an ever-quickly changing society, lifelong development is seen as a solution to labor market problems by politicians and policymakers. In this paper, we investigate how policy instruments are used to increase participation in lifelong development and on which behavioral principles policy is based. Digitization, automation, and an aging population change society and the labor market accordingly. Skills that were once most sought after in the workforce can become abundantly present. For people to remain relevant in the working population, they need to continue adapting new skills useful in the current labor market. Many reports have been written that focus on the role of lifelong development in this changing society and how lifelong development can help keep people adapt and stay relevant. Inspired by these reports, governments have implemented a broad range of policies to support participation in lifelong development. The question we ask ourselves is how government policies promote participation in lifelong development. This stems from a complex interplay of policy instruments and learning. Regulation, economic and soft instruments can be combined to promote lifelong development, and different types of education further complex policies on lifelong development. Literature suggests that different stages in people’s lives might warrant different methods of learning. Governments could anticipate this in their policies. In order to influence people’s behavior, the government can tap into a broad range of sociological, psychological, and (behavioral) economic principles. The traditional economic assumption that behavior is rational is known to be only partially true, and the government can use many biases in human behavior to stimulate participation in lifelong development. In this paper, we also try to find which biases the government taps into to promote participation if they tap into any of these biases. The goal of this paper is to analyze government policies intended to promote participation in lifelong development. To do this, we develop a framework to analyze the policies on lifelong development. We specifically incorporate the role of learning and the behavioral principles underlying policy instruments in the framework. We apply this framework to the case of the Netherlands, where we examine a set of policy documents. We single out the policies the government has put in place and how they are vertically and horizontally related. Afterward, we apply the framework and classify the individual policies by policy instrument and by type of learning. We find that the Dutch government focuses on formal and non-formal learning in their policy instruments. However, the literature suggests that learning at a later age is mainly done in an informal manner through experiences. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning" title="learning">learning</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20development" title=" lifelong development"> lifelong development</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20analysis" title=" policy analysis"> policy analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=policy%20instruments" title=" policy instruments"> policy instruments</a> </p> <a href="https://publications.waset.org/abstracts/145241/the-role-of-learning-in-stimulation-policies-to-increase-participation-in-lifelong-development-a-government-policy-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145241.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">83</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7342</span> Problems in Lifelong Education Course in Information and Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hisham%20Md.Suhadi">Hisham Md.Suhadi</a>, <a href="https://publications.waset.org/abstracts/search?q=Faaizah%20Shahbodin"> Faaizah Shahbodin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamaluddin%20Hashim"> Jamaluddin Hashim</a>, <a href="https://publications.waset.org/abstracts/search?q=Nurul%20Huda%20Mahsudi"> Nurul Huda Mahsudi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahathir%20Mohd%20Sarjan"> Mahathir Mohd Sarjan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is the way to identify the problems that occur in organizing short courses lifelong learning in the information and communication technology (ICT) education which are faced by the lecturer and staff at the Mara Skill Institute and Industrial Training Institute in Pahang, Malaysia. The important aspects of these issues are classified to five which are selecting the courses administrative. Fifty lecturers and staff were selected as a respondent. The sample is selected by using the non-random sampling method purpose sampling. The questionnaire is used as a research instrument and divided into five main parts. All the data that gain from the questionnaire are analyzed by using the SPSS in term of mean, standard deviation and percentage. The findings showed that there are the problems occur in organizing the short course for lifelong learning in ICT education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20Education" title="lifelong Education">lifelong Education</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology" title=" information and communication technology"> information and communication technology</a>, <a href="https://publications.waset.org/abstracts/search?q=short%20course" title=" short course"> short course</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT%20education" title=" ICT education"> ICT education</a>, <a href="https://publications.waset.org/abstracts/search?q=courses%20administrative" title=" courses administrative"> courses administrative</a> </p> <a href="https://publications.waset.org/abstracts/31799/problems-in-lifelong-education-course-in-information-and-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31799.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">456</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7341</span> Actionable Personalised Learning Strategies to Improve a Growth-Mindset in an Educational Setting Using Artificial Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Garry%20Gorman">Garry Gorman</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigel%20McKelvey"> Nigel McKelvey</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20Connolly"> James Connolly</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study will evaluate a growth mindset intervention with Junior Cycle Coding and Senior Cycle Computer Science students in Ireland, where gamification will be used to incentivise growth mindset behaviour. An artificial intelligence (AI) driven personalised learning system will be developed to present computer programming learning tasks in a manner that is best suited to the individuals’ own learning preferences while incentivising and rewarding growth mindset behaviour of persistence, mastery response to challenge, and challenge seeking. This research endeavours to measure mindset with before and after surveys (conducted nationally) and by recording growth mindset behaviour whilst playing a digital game. This study will harness the capabilities of AI and aims to determine how a personalised learning (PL) experience can impact the mindset of a broad range of students. The focus of this study will be to determine how personalising the learning experience influences female and disadvantaged students' sense of belonging in the computer science classroom when tasks are presented in a manner that is best suited to the individual. Whole Brain Learning will underpin this research and will be used as a framework to guide the research in identifying key areas such as thinking and learning styles, cognitive potential, motivators and fears, and emotional intelligence. This research will be conducted in multiple school types over one academic year. Digital games will be played multiple times over this period, and the data gathered will be used to inform the AI algorithm. The three data sets are described as follows: (i) Before and after survey data to determine the grit scores and mindsets of the participants, (ii) The Growth Mind-Set data from the game, which will measure multiple growth mindset behaviours, such as persistence, response to challenge and use of strategy, (iii) The AI data to guide PL. This study will highlight the effectiveness of an AI-driven personalised learning experience. The data will position AI within the Irish educational landscape, with a specific focus on the teaching of CS. These findings will benefit coding and computer science teachers by providing a clear pedagogy for the effective delivery of personalised learning strategies for computer science education. This pedagogy will help prevent students from developing a fixed mindset while helping pupils to exhibit persistence of effort, use of strategy, and a mastery response to challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=growth%20mindset" title=" growth mindset"> growth mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/156724/actionable-personalised-learning-strategies-to-improve-a-growth-mindset-in-an-educational-setting-using-artificial-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7340</span> Navigating the VUCA World with a Strong Heart and Mind: How to Build Passion and Character</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shynn%20Lim">Shynn Lim</a>, <a href="https://publications.waset.org/abstracts/search?q=Ching%20Tan"> Ching Tan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper presents the PASSION Programme designed by a government school in Singapore, guided by national goals as well as research-based pedagogies that aims to nurture students to become lifelong learners with the strength of character. The design and enactment of the integrated approach to develop in students good character, resilience and social-emotional well-being, future readiness, and active citizenship is guided by a set of principles that amalgamates Biesta’s domains of purposes of education and authentic learning. Data in terms of evidence of students’ learning and students’ feedback were collected, analysed, and suggests that the learning experience benefitted students by boosting their self-confidence, self-directed and collaborative learning skills, as well as empathy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title="lifelong learning">lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=character%20and%20citizenship%20education" title=" character and citizenship education"> character and citizenship education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20and%20career%20guidance" title=" education and career guidance"> education and career guidance</a>, <a href="https://publications.waset.org/abstracts/search?q=21CC" title=" 21CC"> 21CC</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning%20empathy" title=" teaching and learning empathy"> teaching and learning empathy</a> </p> <a href="https://publications.waset.org/abstracts/153012/navigating-the-vuca-world-with-a-strong-heart-and-mind-how-to-build-passion-and-character" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153012.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7339</span> Developing Problem Solving Skills through a Project-Based Course as Part of a Lifelong Learning for Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Robin%20Lok%20Wang%20Ma">Robin Lok Wang Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to investigate how engineering students’ motivation and interests are maintained in their journeys. In recent years, different pedagogies of teaching, including entrepreneurship, experiential and lifelong learning, as well as dream builder, etc., have been widely used for education purposes. University advocates hands-on practice, learning by experiencing and experimenting throughout different courses. Students are not limited to gaining knowledge via traditional lectures, laboratory demonstrations, tutorials, and so on. The capability to identify both complex problems and their corresponding solutions in daily life are one of the criteria/skill sets required for graduates to obtain their careers at professional organizations and companies. A project-based course, namely Mechatronic Design and Prototyping, was developed for students to design and build a physical prototype for solving existing problems in their daily lives, thereby encouraging them as an entrepreneur to explore further possibilities to commercialize their designed prototypes and launch them to the market. Feedbacks from students show that they are keen to propose their own ideas freely with guidance from the instructor instead of using either suggested or assigned topics. Proposed ideas of the prototypes reflect that if students’ interests are maintained, they acquire the knowledge and skills they need, including essential communication, logical thinking, and, more importantly, problem solving for their lifelong learning journey. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=problem%20solving" title="problem solving">problem solving</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a> </p> <a href="https://publications.waset.org/abstracts/153607/developing-problem-solving-skills-through-a-project-based-course-as-part-of-a-lifelong-learning-for-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153607.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7338</span> Influence of Intelligence and Failure Mindsets on Parent's Failure Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Kalaouze">Sarah Kalaouze</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxine%20Iannucelli"> Maxine Iannucelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristen%20Dunfield"> Kristen Dunfield</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children’s implicit beliefs regarding intelligence (i.e., intelligence mindsets) influence their motivation, perseverance, and success. Previous research suggests that the way parents perceive failure influences the development of their child’s intelligence mindsets. We invited 151 children-parent dyads (Age= 5–6 years) to complete a series of difficult puzzles over zoom. We assessed parents’ intelligence and failure mindsets using questionnaires and recorded parents’ person/performance-oriented (e.g., “you are smart” or "you were almost able to complete that one) and process-oriented (e.g., “you are trying really hard” or "maybe if you place the bigger pieces first") failure feedback. We were interested in observing the relation between parental mindsets and the type of feedback provided. We found that parents’ intelligence mindsets were not predictive of the feedback they provided children. Failure mindsets, on the other hand, were predictive of failure feedback. Parents who view failure-as-debilitating provided more person-oriented feedback, focusing on performance and personal ability. Whereas parents who view failure-as-enhancing provided process-oriented feedback, focusing on effort and strategies. Taken all together, our results allow us to determine that although parents might already have a growth intelligence mindset, they don’t necessarily have a failure-as-enhancing mindset. Parents adopting a failure-as-enhancing mindset would influence their children to view failure as a learning opportunity, further promoting practice, effort, and perseverance during challenging tasks. The focus placed on a child’s learning, rather than their performance, encourages them to perceive intelligence as malleable (growth mindset) rather than fix (fixed mindset). This implies that parents should not only hold a growth mindset but thoroughly understand their role in the transmission of intelligence beliefs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindset%28s%29" title="mindset(s)">mindset(s)</a>, <a href="https://publications.waset.org/abstracts/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20feedback" title=" parental feedback"> parental feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/151326/influence-of-intelligence-and-failure-mindsets-on-parents-failure-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">141</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7337</span> Teachers’ Awareness of the Significance of Lifelong Learning: A Case Study of Secondary School Teachers of Batna - Algeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahloul%20Amel">Bahloul Amel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is an attempt to raise the awareness of the stakeholders and the authorities on the sensitivity of Algerian secondary school teachers of English as a Foreign Language about the students’ loss of English language skills learned during formal schooling with effort and at expense and the supposed measures to arrest that loss. Data was collected from secondary school teachers of EFL and analyzed quantitatively using a questionnaire containing open-ended and close-ended questions. The results advocate a consensus about the need for actions to be adopted to make assessment techniques outcome-oriented. Most of the participants were in favor of including curricular activities involving contextualized learning, problem-solving learning critical self-awareness, self and peer-assisted learning, use of computers and internet so as to make learners autonomous. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title="lifelong learning">lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=contextualized%20learning" title=" contextualized learning"> contextualized learning</a>, <a href="https://publications.waset.org/abstracts/search?q=Algeria" title=" Algeria"> Algeria</a> </p> <a href="https://publications.waset.org/abstracts/14386/teachers-awareness-of-the-significance-of-lifelong-learning-a-case-study-of-secondary-school-teachers-of-batna-algeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14386.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7336</span> Mindset Change: Unlocking the Potential for Community-Based Rural Development in Uganda</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daisy%20Owomugasho%20Ndikuno">Daisy Owomugasho Ndikuno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper explores the extent to which mindset change has been critical in the community rural development in Uganda. It is descriptive research with The Parish Development Model as a case study. The results show that rural community development is possible and its success largely depends on harnessing local resources and knowledge; leveraging education, empowerment and awareness; creating sustainable livelihoods and encouraging entrepreneurship and innovation; access to financial resources; and building collaborative networks and partnerships. In all these, the role of mindset change is critical. By instilling a positive, collaborative and innovative mindset, rural communities can overcome challenges and chat a path towards sustainable development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community" title="community">community</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a>, <a href="https://publications.waset.org/abstracts/search?q=mindset" title=" mindset"> mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=change" title=" change"> change</a> </p> <a href="https://publications.waset.org/abstracts/180247/mindset-change-unlocking-the-potential-for-community-based-rural-development-in-uganda" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180247.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7335</span> The Role of E-Learning in Science, Technology, Engineering, and Math Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Annette%20McArthur">Annette McArthur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The traditional model of teaching and learning, where ICT sits as a separate entity is not a model for a 21st century school. It is imperative that teaching and learning embraces technological advancements. The challenge in schools lies in shifting the mindset of teachers so they see ICT as integral to their teaching, learning and curriculum rather than a separate E-Learning curriculum stream. This research project investigates how the effective, planned, intentional integration of ICT into a STEM curriculum, can enable the shift in the teacher mindset. The project incorporated: • Developing a professional coaching relationship with key STEM teachers. • Facilitating staff professional development involving student centered project based learning pedagogy in the context of a STEM curriculum. • Facilitating staff professional development involving digital literacy. • Establishing a professional community where collaboration; sharing and reflection were part of the culture of the STEM community. • Facilitating classroom support for the effective delivery innovative STEM curriculum. • Developing STEM learning spaces where technologies were used to empower and engage learners to participate in student-centered, project-based learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=project%20based%20learning" title=" project based learning"> project based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM" title=" STEM"> STEM</a> </p> <a href="https://publications.waset.org/abstracts/50071/the-role-of-e-learning-in-science-technology-engineering-and-math-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50071.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7334</span> Impact of Entrepreneurial Education on Entrepreneurial Success through Entrepreneurial Mindset, Professional Growth, and Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hummaira%20Qudsia%20Yousaf">Hummaira Qudsia Yousaf</a>, <a href="https://publications.waset.org/abstracts/search?q=Sidra%20Munawar"> Sidra Munawar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aims to examine in which way entrepreneurial education and attitude affect the entrepreneur’s success with the help of an entrepreneurial mindset, professional growth, and innovation. The target population was the entrepreneurs of successful startups in Pakistan. Data was gathered through an e-questionnaire, and 230 responses were analyzed using the partial least square structural equation modeling (PLS-SEM). Resultantly, entrepreneurial education is an essential component for the development of an entrepreneurial mindset. Also, an entrepreneurial attitude is responsible for the entrepreneurial mindset, which enhances professional growth. Moreover, the study highlighted that innovation is as necessary as mindset and education are for entrepreneurs. Furthermore, the findings confirmed that professional growth brings innovation to the success of entrepreneurs. This study provides proof of how entrepreneurial education and attitude influence pupils’ success in making entrepreneurs. This study extends the scope of education by incorporating predictors, such as professional growth, innovation, and entrepreneurial success. The study is unique due to the usage of innovative techniques for professional growth that ultimately bring career success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20education" title="entrepreneurial education">entrepreneurial education</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20attitude" title=" entrepreneurial attitude"> entrepreneurial attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20mindset" title=" entrepreneurial mindset"> entrepreneurial mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20growth" title=" professional growth"> professional growth</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurial%20success" title=" entrepreneurial success"> entrepreneurial success</a>, <a href="https://publications.waset.org/abstracts/search?q=innovation" title=" innovation"> innovation</a> </p> <a href="https://publications.waset.org/abstracts/149460/impact-of-entrepreneurial-education-on-entrepreneurial-success-through-entrepreneurial-mindset-professional-growth-and-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149460.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7333</span> Initiating Learning to Know among Fishers for Sustainable Fishery on Lake Victoria. A Case of Kigungu Fishing Ground Wakiso District</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Namubiru%20Zula">Namubiru Zula</a>, <a href="https://publications.waset.org/abstracts/search?q=Aganyira%20Kelle"> Aganyira Kelle</a>, <a href="https://publications.waset.org/abstracts/search?q=Van%20der%20Linden%20Josje"> Van der Linden Josje</a>, <a href="https://publications.waset.org/abstracts/search?q=Openjuru%20George%20Laadah"> Openjuru George Laadah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning to know is a key principle to lifelong learning, with self-direction as the cornerstone. This study sought to initiate self-direction for lifelong learning through social constructivism among fishers; with the major goal of creating a community of fishers who continuously learn from each other for sustainable fishing. Government of Uganda has instituted several mechanisms like co-management with Beach Management Unit (BMU) System against illegal fishing. However, illegal fishing persists, there is reduced fish stocks with several outcry on how fishers are handled. Some studies have indicated that it’s the poor orientation of BMU leaders and fishers which are top down. This initial engagement of fishers was conducted through a meeting and use of stake holder’s analysis tool to discuss the relevance of the study; harnessing fishers’ knowledge for sustainable fisheries on Lake Victoria, its objectives, the key stake holders to enable them fish sustainably. It revealed initial attempt to learn from each other and learning to know among fishers, with some elements of self-direction. However, fishers attempt to learning and self-direction are affected by prior brutal enforcement experiences. This meeting led to fishers gain some sense of hope towards enforcement brutality. The key stakeholders highlighted include MAAIF, FAO, UNBS, NaFIRRI, LVFO, BMU, UFPEA, Fishers m employers, Fisheries Protection Unit, GIZ, and any Non-Government organization but declined the Association of Fisheries and Lake Users in Uganda. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20direction" title="self direction">self direction</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20constructivism" title=" social constructivism"> social constructivism</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20fishing" title=" sustainable fishing"> sustainable fishing</a> </p> <a href="https://publications.waset.org/abstracts/164141/initiating-learning-to-know-among-fishers-for-sustainable-fishery-on-lake-victoria-a-case-of-kigungu-fishing-ground-wakiso-district" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164141.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7332</span> Thai Teachers' Growth Mindset as Related to Thai Students' Achievements</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chintida%20Vichitsophaphan">Chintida Vichitsophaphan</a>, <a href="https://publications.waset.org/abstracts/search?q=Piyapat%20Chitpirom"> Piyapat Chitpirom</a>, <a href="https://publications.waset.org/abstracts/search?q=Chaichana%20Nimnuan"> Chaichana Nimnuan</a>, <a href="https://publications.waset.org/abstracts/search?q=Teerakiat%20Jareonsettasin"> Teerakiat Jareonsettasin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this research is to study the influence of a growth mindset, as defined by Prof. Dweck, in Thai teachers and Thai students’ achievements and success. The participants of the study were teachers of schools in Office of the Basic Education Commission in Bangkok. The teachers were recruited from high achievement schools and low achievement schools (based on average National Standard Test Score). Participants were divided into two groups: 85 teachers in 3 high achievement schools and 213 teachers in 6 low achievement schools. They were asked to complete the Carol Dweck’s Implicit Theories Scale – (Adults) 8 items. Data were analyzed including the use of mean, standard deviation and t-test to test hypothesis. The finding of this study revealed that teachers who were in the high achievement schools have higher scores in Carol Dweck’s Implicit Theories Scale (x ̅= 35.5, SE = .58) than teachers who were in the low achievement schools (x ̅= 33.9, SE = .35) at .05 level. The difference is statistically significant (t (296) = 2.44, p = .015) with the effect size of 0.31. In conclusion, teachers’ growth mindset from high achievement schools have higher scores than teachers’ growth mindset from low achievement schools, and this is statistically significant. From the study, it can be concluded that growth mindset development for teachers has a tendency to increase students’ achievements. For these reasons, it is necessary to implement such training and development in our education system in larger scale, and even nationwide policies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fixed%20mindset" title="fixed mindset">fixed mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=growth%20mindset" title=" growth mindset"> growth mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20growth%20mindset" title=" teachers’ growth mindset"> teachers’ growth mindset</a> </p> <a href="https://publications.waset.org/abstracts/18092/thai-teachers-growth-mindset-as-related-to-thai-students-achievements" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18092.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">529</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7331</span> Emotional, Behavioural and Social Development: Modality of Hierarchy of Needs in Supporting Parents with Special Needs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadzilah%20Abdul%20Rahman">Fadzilah Abdul Rahman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional development is developed between the parents and their child. Behavioural development is also developed between the parents and their child. Social Development is how parents can help their special needs child to adapt to society and to face challenges. In promoting a lifelong learning mindset, enhancing skill sets and readiness to face challenges, parents would be able to counter balance these challenges during their care giving process and better manage their expectations through understanding the hierarchy of needs modality towards a positive attitude, and in turn, improve their quality of life and participation in society. This paper aims to demonstrate how the hierarchy of needs can be applied in various situations of caregiving for parents with a special needs child. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=hierarchy%20of%20needs" title="hierarchy of needs">hierarchy of needs</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20needs" title=" special needs"> special needs</a>, <a href="https://publications.waset.org/abstracts/search?q=care-giving" title=" care-giving"> care-giving</a> </p> <a href="https://publications.waset.org/abstracts/63401/emotional-behavioural-and-social-development-modality-of-hierarchy-of-needs-in-supporting-parents-with-special-needs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63401.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7330</span> The Wider Benefits of Negotiations: Austrian Perspective on Educational Leadership as a ‘Power Game’ for Trade Unions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rudolf%20Egger">Rudolf Egger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores the relationships between the basic learning processes of leading trade union workers and their methods for coping with the changes in the life-courses of societies today. It will discuss the fragile discourse on lifelong learning in trade unions and the “production of self-techniques” to get in touch with the new economic forms. On the basis of an empirical project, different processes of the socialization of leading trade union workers will be analysed to discover the consequences of the lifelong learning discourse. The results show what competences they need to develop for the “wider benefits of negotiations”. The main challenge remains to make visible how deeply intertwined trade union learning and education are with development in an ongoing dynamic economic process, rather than a quick-fix injection of skills and information. There is a complex relationship existing between the three ‘partners’, work, learning and society forming. The author suggests that contemporary trade unions could be trendsetters who make their own learning agendas by drawing less on formal education and more on informal and non-formal learning contexts. This is in parallel with growing political and scientific consciousness of the need to arrive at new educational/vocational policies and practices. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trade%20union%20workers" title="trade union workers">trade union workers</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20leadership" title=" educational leadership"> educational leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20societies" title=" learning societies"> learning societies</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20acting" title=" social acting"> social acting</a> </p> <a href="https://publications.waset.org/abstracts/42860/the-wider-benefits-of-negotiations-austrian-perspective-on-educational-leadership-as-a-power-game-for-trade-unions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42860.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">222</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7329</span> The Relationship between Confidence, Accuracy, and Decision Making in a Mobile Review Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Carla%20Van%20De%20Sande">Carla Van De Sande</a>, <a href="https://publications.waset.org/abstracts/search?q=Jana%20Vandenberg"> Jana Vandenberg</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Just like physical skills, cognitive skills grow rusty over time unless they are regularly used and practiced, so academic breaks can have negative consequences on student learning and success. The Keeping in School Shape (KiSS) program is an engaging, accessible, and cost-effective intervention that harnesses the benefits of retrieval practice by using technology to help students maintain proficiency over breaks from school by delivering a daily review problem via text message or email. A growth mindset is promoted through feedback messages encouraging students to try again if they get a problem wrong and to take on a challenging problem if they get a problem correct. This paper reports on the relationship between confidence, accuracy, and decision-making during the implementation of the KiSS Program at a large university during winter break for students enrolled in an engineering introductory Calculus course sequence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=growth%20mindset" title="growth mindset">growth mindset</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20loss" title=" learning loss"> learning loss</a>, <a href="https://publications.waset.org/abstracts/search?q=on-the-go%20learning" title=" on-the-go learning"> on-the-go learning</a>, <a href="https://publications.waset.org/abstracts/search?q=retrieval%20practice" title=" retrieval practice"> retrieval practice</a> </p> <a href="https://publications.waset.org/abstracts/138107/the-relationship-between-confidence-accuracy-and-decision-making-in-a-mobile-review-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138107.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7328</span> E-Learning in Life-Long Learning: Best Practices from the University of the Aegean</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chryssi%20Vitsilaki">Chryssi Vitsilaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Kostas"> Apostolos Kostas</a>, <a href="https://publications.waset.org/abstracts/search?q=Ilias%20Efthymiou"> Ilias Efthymiou</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents selected best practices on online learning and teaching derived from a novel and innovating Lifelong Learning program through e-Learning, which has during the last five years been set up at the University of the Aegean in Greece. The university, capitalizing on an award-winning, decade-long experience in e-learning and blended learning in undergraduate and postgraduate studies, recently expanded into continuous education and vocational training programs in various cutting-edge fields. So, in this article we present: (a) the academic structure/infrastructure which has been developed for the administrative, organizational and educational support of the e-Learning process, including training the trainers, (b) the mode of design and implementation based on a sound pedagogical framework of open and distance education, and (c) the key results of the assessment of the e-learning process by the participants, as they are used to feedback on continuous organizational and teaching improvement and quality control. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title="distance education">distance education</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=life-long%20programs" title=" life-long programs"> life-long programs</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20learning" title=" synchronous/asynchronous learning"> synchronous/asynchronous learning</a> </p> <a href="https://publications.waset.org/abstracts/63528/e-learning-in-life-long-learning-best-practices-from-the-university-of-the-aegean" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7327</span> Incorporating Adult Learners’ Interests into Learning Styles: Enhancing Education for Lifelong Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christie%20DeGregorio">Christie DeGregorio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In today's rapidly evolving educational landscape, adult learners are becoming an increasingly significant demographic. These individuals often possess a wealth of life experiences and diverse interests that can greatly influence their learning styles. Recognizing and incorporating these interests into educational practices can lead to enhanced engagement, motivation, and overall learning outcomes for adult learners. This essay aims to explore the significance of incorporating adult learners' interests into learning styles and provide an overview of the methodologies used in related studies. When investigating the incorporation of adult learners' interests into learning styles, researchers have employed various methodologies to gather valuable insights. These methodologies include surveys, interviews, case studies, and classroom observations. Surveys and interviews allow researchers to collect self-reported data directly from adult learners, providing valuable insights into their interests, preferences, and learning styles. Case studies offer an in-depth exploration of individual adult learners, highlighting how their interests can be integrated into personalized learning experiences. Classroom observations provide researchers with a firsthand understanding of the dynamics between adult learners' interests and their engagement within a learning environment. The major findings from studies exploring the incorporation of adult learners' interests into learning styles reveal the transformative impact of this approach. Firstly, aligning educational content with adult learners' interests increases their motivation and engagement in the learning process. By connecting new knowledge and skills to topics they are passionate about, adult learners become active participants in their own education. Secondly, integrating interests into learning styles fosters a sense of relevance and applicability. Adult learners can see the direct connection between the knowledge they acquire and its real-world applications, which enhances their ability to transfer learning to various contexts. Lastly, personalized learning experiences tailored to individual interests enable adult learners to take ownership of their educational journey, promoting lifelong learning habits and self-directedness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integration" title="integration">integration</a>, <a href="https://publications.waset.org/abstracts/search?q=personalization" title=" personalization"> personalization</a>, <a href="https://publications.waset.org/abstracts/search?q=transferability" title=" transferability"> transferability</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20style" title=" learning style"> learning style</a> </p> <a href="https://publications.waset.org/abstracts/175775/incorporating-adult-learners-interests-into-learning-styles-enhancing-education-for-lifelong-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/175775.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">74</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7326</span> An Exploration of Promoting EFL Students’ Language Learning Autonomy Using Multimodal Teaching - A Case Study of an Art University in Western China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dian%20Guan">Dian Guan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the wide application of multimedia and the Internet, the development of teaching theories, and the implementation of teaching reforms, many different university English classroom teaching modes have emerged. The university English teaching mode is changing from the traditional teaching mode based on conversation and text to the multimodal English teaching mode containing discussion, pictures, audio, film, etc. Applying university English teaching models is conducive to cultivating lifelong learning skills. In addition, lifelong learning skills can also be called learners' autonomous learning skills. Learners' independent learning ability has a significant impact on English learning. However, many university students, especially art and design students, don't know how to learn individually. When they become university students, their English foundation is a relative deficiency because they always remember the language in a traditional way, which, to a certain extent, neglects the cultivation of English learners' independent ability. As a result, the autonomous learning ability of most university students is not satisfactory. The participants in this study were 60 students and one teacher in their first year at a university in western China. Two observations and interviews were conducted inside and outside the classroom to understand the impact of a multimodal teaching model of university English on students' autonomous learning ability. The results were analyzed, and it was found that the multimodal teaching model of university English significantly affected learners' autonomy. Incorporating classroom presentations and poster exhibitions into multimodal teaching can increase learners' interest in learning and enhance their learning ability outside the classroom. However, further exploration is needed to develop multimodal teaching materials and evaluate multimodal teaching outcomes. Despite the limitations of this study, the study adopts a scientific research method to analyze the impact of the multimodal teaching mode of university English on students' independent learning ability. It puts forward a different outlook for further research on this topic. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=art%20university" title="art university">art university</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20education" title=" EFL education"> EFL education</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20autonomy" title=" learner autonomy"> learner autonomy</a>, <a href="https://publications.waset.org/abstracts/search?q=multimodal%20pedagogy" title=" multimodal pedagogy"> multimodal pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/176520/an-exploration-of-promoting-efl-students-language-learning-autonomy-using-multimodal-teaching-a-case-study-of-an-art-university-in-western-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176520.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">101</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7325</span> Communicative Competence in French Language for Nigerian Teacher-Trainees in the New-Normal Society Using Mobile Apps as a Lifelong Learning Tool</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olukemi%20E.%20Adetuyi-Olu-Francis">Olukemi E. Adetuyi-Olu-Francis</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Learning is natural for living. One stops learning when life ends. Hence, there is no negotiating life-long learning. An individual has the innate ability to learn as many languages as he/she desires as long as life exists. French language education to every Nigerian teacher-trainee is a necessity. Nigeria’s geographical location requires that the French language should be upheld for economic and cultural co-operations between Nigeria and the francophone countries sharing borders with her. The French language will enhance the leadership roles of the teacher-trainees and their ability to function across borders. The 21st century learning tools are basically digital, and many apps are complementing the actual classroom interactions. This study examined the communicative competence in the French language to equip Nigerian teacher-trainees in the new-normal society using mobile apps as a lifelong learning tool. Three research questions and hypotheses guided the study, and the researcher adopted a pre-test, a post-test experimental design, using a sample size of 87 teacher-trainees in South-south geopolitical zone of Nigeria. Results showed that the use of mobile apps is effective for learning the French language. One of the recommendations is that the use of mobile apps should be encouraged for all Nigerian youths to learn the French language for enhancing leadership roles in the world of work and for international interactions for socio-economic co-operations with Nigerian neighboring countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communicative%20competence" title="communicative competence">communicative competence</a>, <a href="https://publications.waset.org/abstracts/search?q=french%20language" title=" french language"> french language</a>, <a href="https://publications.waset.org/abstracts/search?q=life%20long%20learning" title=" life long learning"> life long learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20apps" title=" mobile apps"> mobile apps</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20normal%20society" title=" new normal society"> new normal society</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20trainees" title=" teacher trainees"> teacher trainees</a> </p> <a href="https://publications.waset.org/abstracts/139606/communicative-competence-in-french-language-for-nigerian-teacher-trainees-in-the-new-normal-society-using-mobile-apps-as-a-lifelong-learning-tool" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139606.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">236</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7324</span> Cultivating Concentration and Flow: Evaluation of a Strategy for Mitigating Digital Distractions in University Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vera%20G.%20Dianova">Vera G. Dianova</a>, <a href="https://publications.waset.org/abstracts/search?q=Lori%20P.%20Montross"> Lori P. Montross</a>, <a href="https://publications.waset.org/abstracts/search?q=Charles%20M.%20Burke"> Charles M. Burke</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the digital age, the widespread and frequently excessive use of mobile phones amongst university students is recognized as a significant distractor which interferes with their ability to enter a deep state of concentration during studies and diminishes their prospects of experiencing the enjoyable and instrumental state of flow, as defined and described by psychologist M. Csikszentmihalyi. This study has targeted 50 university students with the aim of teaching them to cultivate their ability to engage in deep work and to attain the state of flow, fostering more effective and enjoyable learning experiences. Prior to the start of the intervention, all participating students completed a comprehensive survey based on a variety of validated scales assessing their inclination toward lifelong learning, frequency of flow experiences during study, frustration tolerance, sense of agency, as well as their love of learning and daily time devoted to non-academic mobile phone activities. Several days after this initial assessment, students received a 90-minute lecture on the principles of flow and deep work, accompanied by a critical discourse on the detrimental effects of excessive mobile phone usage. They were encouraged to practice deep work and strive for frequent flow states throughout the semester. Subsequently, students submitted weekly surveys, including the 10-item CORE Dispositional Flow Scale, a 3-item agency scale and furthermore disclosed their average daily hours spent on non-academic mobile phone usage. As a final step, at the end of the semester students engaged in reflective report writing, sharing their experiences and evaluating the intervention's effectiveness. They considered alterations in their love of learning, reflected on the implications of their mobile phone usage, contemplated improvements in their tolerance for boredom and perseverance in complex tasks, and pondered the concept of lifelong learning. Additionally, students assessed whether they actively took steps towards managing their recreational phone usage and towards improving their commitment to becoming lifelong learners. Employing a mixed-methods approach our study offers insights into the dynamics of concentration, flow, mobile phone usage and attitudes towards learning among undergraduate and graduate university students. The findings of this study aim to promote profound contemplation, on the part of both students and instructors, on the rapidly evolving digital-age higher education environment. In an era defined by digital and AI advancements, the ability to concentrate, to experience the state of flow, and to love learning has never been more crucial. This study underscores the significance of addressing mobile phone distractions and providing strategies for cultivating deep concentration. The insights gained can guide educators in shaping effective learning strategies for the digital age. By nurturing a love for learning and encouraging lifelong learning, educational institutions can better prepare students for a rapidly changing labor market, where adaptability and continuous learning are paramount for success in a dynamic career landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=deep%20work" title="deep work">deep work</a>, <a href="https://publications.waset.org/abstracts/search?q=flow" title=" flow"> flow</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=lifelong%20learning" title=" lifelong learning"> lifelong learning</a>, <a href="https://publications.waset.org/abstracts/search?q=love%20of%20learning" title=" love of learning"> love of learning</a> </p> <a 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