A Study on the Learning Process of Lifelong Learners

• Main Authors: Huey-Yah Yang, 楊惠雅
• Other Authors: Ming-Lieh Wu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/89839059913110622802

碩士 === 國立暨南國際大學 === 終身學習與人力資源發展碩士學位學程碩士在職專班 === 101 === This study aims to explore the learning processes of lifelong learners. It adopts the qualitative interview method, and the interview targets are the1st or 2nd national award winners of the Republic of China Lifelong Learning Model Award. The selection criteria are based on the 1st and 2nd National Lifelong Learning Model Selection Event Project announced by the Ministry of Education in 2011 and 2012, with the two having the same standards. This author hopes that this study can meet the following goals and objectives: (1) Understand the learning philosophies and motivations of lifelong learners; (2) Explore the learning styles and methods of lifelong learners; (3) Analyze the difficulties encountered and the strategies used to cope with said difficulties of lifelong learners; (4) Research how the lifelong learning process affects learners personally. This study researches and analyzes seven lifelong learners. Their academic backgrounds and learning processes, learning philosophies and motivations, learning styles and methods, difficulties encountered and strategies used to cope with said difficulties during the learning process, and how the lifelong learning process affected them personally are all analyzed and explored. Furthermore, information garnered from interviews is both summarized and explored, and the following main conclusions are listed as follows: (1) The learning philosophies of lifelong learners include an emphasis on self-reliance in which everything is their own responsibility. They can pursue their dreams, do their best to help others to do good, and strive to make their own life better. Overall, the philosophies of lifelong learners echo with the five main pillars of lifelong learning. (2) Lifelong learners’ motivations for learning are both diverse and multifaceted. Motivations include satisfying their own personal psychological needs, support from significant others, enthusiasm for and happiness gained from helping others, and improving professional skills for work purposes. (3) The learning styles of lifelong learners include the combination of using both traditional and nontraditional learning methods. Furthermore, non-formal education cultivates the learning attitudes and philosophies lifelong learners have. (4) The path to knowledge of lifelong learners is only being both a hard worker and a curious learner, effective time management, and using resources. The learning method of using resources of lifelong learners shows personal characteristics. (5) The biggest learning difficulties lifelong learners encounter are reading comprehension difficulties and unable to pass exams. Secondary problems include a lack of financial resources and being denied, and finally problems caused by poor leadership, and education reform. (6) The main tactics used by lifelong learners to cope with difficulties encountered include allowing time to “cool” the situation down, thinking positively when resolving or dealing with problems and worries, meeting someone of great help, using nontraditional learning help and assistance, and playing one’s part in providing service and emotionally moving other people. (7) The ways the lifelong learning process affects learners personally include the following: makes their life better, makes them passionate about their life, improves learning ability, enjoys learning, increases their ability to influence others, so they naturally become models for others to emulate and learn from. This study proposes suggestions according to research conclusions for education administrations and institutions, lifelong learning education institutions, lifelong learners, learners in general, and future research directions.