Running head: LIFELONG LEARNING PAPER 1

Lifelong Learning Paper

Brice Scott

Azusa Pacific University

LIFELONG LEARNING PAPER 2

Lifelong Learning Paper

Throughout history, it has been confirmed that knowledge or education can provide an

advantage, rather it be negligible or significant. As our communities evolve and technology

advances, it is beneficial to continue learning, developing, and growing to meet new standards in

society. This phenomenon of learning and gaining knowledge begins in our adolescent years and

continues throughout our lives. Today, we are steeped in the age of media, information, and the

knowledge economy with its increased demand for a combination of generic and specific

understandings and knowledge (Clover, Sanford, & Jayme, 2010). This paper advocates for

individuals to engage in lifelong learning and delve into a multitude of topics through various

platforms. Specifically, lifelong learning in the field of K-12 education is examined and

particular opportunities for this learning are proposed and discussed within literature.

Additionally, software training and Major Open Online Classes (MOOC) are presented and

discussed in a persuasive manner. Lastly, all topics are briefly discussed in the conclusion and

recommendations for lifelong learning are emphasized.

According to Boeren (2017), leading international organizations pay attention to the issue

of lifelong learning participation. Consequently, one may wonder about the importance or value

of lifelong learning in the general sense. Naturally, we gain knowledge through various

platforms and avenues, but we should seek additional opportunities to maximize our potential.

As we plan and explore our career paths, it is beneficial to know that lifelong learning is an

attribute that is sought after on an international scale. Furthermore, people themselves have also

come to expect more services as well as more active, participatory experiences from arts and

cultural institutions, and this has increased pressure for change (Clover et. al, 2010). Seemingly,

our society is moving further down a path of increasing the value of knowledge, mastery and
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expertise, or scholarly work in all fields. In order to reach these increasing standards in our

society, one must learn over the course of a lifetime and in some manner, participate in a vast

array of fields.

One may successfully argue that limited knowledge should not be considered as a bad

thing due to the possibility of becoming highly successful in a field that may not require lifelong

learning. To extend the thinking on this point of view, one shall consider modern societal trends,

increasing scholarly competitiveness, overlapping of fields, change in practices, and

technological advancement. Current theorists of lifelong learning suggest that the challenge is to

rethink how we think and act, to question how we have continued to insist on what we think is

the proper relation between knowledge and practice, to open up for debate and change the very

nature of how we understand the world of continuing education and our ways of acting in it

(Kasworm & Hemmingsen, 2007). Similarly, Boeren (2017) suggests that there is a newly-

developed assumption that participation in lifelong learning activities can provide individuals

with opportunities to increase and maintain their levels of knowledge and skills needed in the

knowledge-based 21st century global economy. Consequently, we must meet the challenge and

compete by extending our realms of learning.

In the field of K-12 education, policy, strategies, concepts, ideals, and paradigm shifts

frequently occur. For those in this field, continual learning and education becomes nearly

inevitable as various aspects of society evolve. Gokyer, Bakcak, Cihangiroglu, Kocak, and

Yilmaz (2018) define lifelong education as “a general regulation aimed at restructuring the

existing system and developing all potential for education outside the formal education system

and is a broad concept covering all types of formal and non-formal educational activities.” An

example of a phenomenon that is different than the traditional system and aims to assist K-12
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educators as well as others to engage in lifelong learning is the offering of Major Open Online

Classes (MOOC). These courses are offered at many universities throughout the United States

for free to any individual who wishes to learn. Individuals who take these courses expect to

develop higher order skills such as problem-solving abilities, mental models and the desire for

lifelong learning, expand social networks and/or advance to more formal study (Park, Jung, &

Reeves, 2015). These objectives directly align with the attributes that leaders of organizations are

seeking and shed light on the increasing competitiveness in society.

K-12 educators will benefit from developing both soft and hard skills, engaging in critical

thinking, and seeking more formal study to meet the needs of the 21st century student. An

MOOC that is offered to specifically benefit K-12 educators is titled “Critical Issues in Urban

Education” and delivered via an online platform by The University of Chicago. This course

engages learners in modern issues that influence public education and school reform which are

topics that continually change over the course of time. A second MOOC is titled “Teaching

Programming in Primary Schools” and offered by the Raspberry Pi Foundation. This course is

designed for primary K-12 teacher and aims to help learners understand key programming

concepts and apply them in their own classrooms. If one were to take these two courses, there is

potential to develop soft and hard skills in a professional and personal manner.

As a lifelong learner, it is important to remain focused on an objective and critically

reflect upon the process of gaining knowledge. According to Kasworm and Hemmingsen (2007),

embedded in these ideals of the lifelong learning enterprise, it is suggested that the professional

preparation of adult education should focus upon the development of critically reflective

practitioners. MOOC courses and other lifelong opportunities to expand upon traditional
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education allow for this critical self-reflection. Critical reflection focuses on lifelong learners as

inquirers into their own and others’ practice (Kasworm & Hemmingsen, 2007).

In conclusion, lifelong learning can only benefit an individual in a society that is growing

and advancing in many different ways. Concisely, an individual who aims to remain competitive

in the modern global economy shall seek additional opportunities to gain knowledge and a

potential advantage in the 21st century world. Although this advantage is not guaranteed,

personal growth and awareness remains equally beneficial.

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References

Boeren, E. (2017). Understanding adult lifelong learning participation as a layered problem.

Studies in Continuing Education, 39(2), 161 – 175.

Clover, D., Sanford, K., & Jayme, B. (2010). Adult education and lifelong learning in arts and

cultural institutions: A content analysis. Journal of Adult and Continuing Education,

16(2), 5 – 20.

Education MOOC Courses and Free Online Courses. (2019). Retrieved from https://www.mooc-

list.com/categories/education

Gokyer, N., Bakcak, S., Cihangiroglu, N., Kocak, O., & Yilmaz, G. (2018). Lifelong learning

tendencies of teacher candidates studying in pedagogical formation program. Journal of

Education and Training Studies, 6(11), 33 – 44.

Kasworm, C., & Hemmingsen, L. (2007). Preparing professionals for lifelong learning:

Comparative examination of master’s education programs. Higher Education: The

International Journal of Higher Education and Educational Planning, 54(3), 449 – 468.

Park, Y., Jung, I., & Reeves, T. (2015). Learning from MOOCs: A qualitative case study from

the learners’ perspectives. Educational Media International, 52(2), 72 – 87.