Scientific papers (IVDF)

Permanent URI for this collection

https://dspace.rta.lv/handle/20.500.12169/31

Browse

Now showing 1 - 20 of 49

A multidimensional approach to support training activities in the digital era
(2020)
Gilberto Marzano
;
Svetlana Usca
;
Velta Lubkina
The digital revolution is producing changes that require continuous learning interventions. Accordingly, there is an increasing demand for lifelong learning that requires new teachingâ€“learning approaches applicable to a large number of learners. A transformative learning is argued to be a powerful approach to tackle the online learning issues, providing trainees with the opportunity to learn, confront, engage, reflect and explore new learning modalities. In this paper, we present an ongoing research aimed to employ online learning for different student needs. It has been carried out within the scope of an applied research project, DocTDLL. We illustrate the multidimensional approach that has been developed to support the online training activities of Ph.D. students, integrating both the transformative learning and social learning paradigms. We also report the data that emerged from a survey conducted in Latvia on a sample of 260 people to explore the attitudes and expectations regarding digital learning.
A Review of Telerehabilitation Solutions for Balance Disorders
(2017-02-08)
Velta Lubkina
;
Gilberto Marzano
In the last few years, there has been an increase in telerehabilitation research that shows a large variability in terms of technical solutions, methodological approaches, intervention protocols, and outcome measures. This paper provides an overview of the current literature on telerehabilitation solutions for balance disorders.
Scopus© Citations 7
ADULT LEARNING AND SOCIALIZATION PROCESSES: RTA EXPERIENCE
(2020-06-16)
Velta Lubkina
;
Gatis Stafeckis
ERASMUS+ Strategic Partnership project Adult Self-Learning: Supporting Autonomy in a Technology-Mediated Environment/ ASL (Ref. No. 2019-1-TR01-KA204-076875) co-funded by the Erasmus+ programme, Key Action 2: Cooperation for innovation and the exchange of good practices – Strategic Partnerships for adult education. The project aims at teaching learners to acquire new skills and competences using learning innovative practices and digital technologies as well as developing a functioning collaborative learning environment to help them identify skills gaps and needs and to collaborate locally and independently for joint capacity-building. The ASL project is expected to produce three main results corresponding to three primary European priorities:1. Supporting the setting up of, and access to, up skilling pathways (priority: adult lifelong learning);2. Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults (priority: social inclusion/further education opportunities);3. Open education and innovative practices in a digital era (priority: adults' professionalization/empowerment).
Building Social Telerehabilitation Services
(2015-01-01)
Velta Lubkina
;
Gilberto Marzano
This paper focuses on the use of ICT in social rehabilitation, reporting on the research activity of the Latvian national science program VPP INOSOCTEREHI, a new three year multidisciplinary project on social telerehabilitation, conducted by four Latvian Universities (Rezekne University, Latvia University, Riga Technical University, and Liepaja University). The general project objective is presented, and the activities aimed at the creation of a portable, inexpensive balance disorder assessment system are illustrated.
Scopus© Citations 4
CAPITALISATION ERRORS IN WRITTEN WORKS OF LEARNERS OF LATVIAN AS A FOREIGN LANGUAGE
(2021)
Kļavinska, Antra
Capitalisation in writing is usually determined by tradition. Different written languages can have their own grammatical, conceptual or stylistic capitalisation rules. Orthographies exist which do not have the division into capital and small letters. The aim of the article is to find out what problems with capitalisation foreign students in Latvian higher education institutions have during the acquisition of writing skills in Latvian as a foreign language. The research source are the essays written by learners of the Latvian language (foreign students studying in Latvian higher education institutions): the data of the Latvian language learner text corpus being created in the Institute of Mathematics and Computer Science of the University of Latvia were used. The requirements for the acquisition of capitalisation in the context of language learner competences are analysed in the study; the most typical capitalisation errors and possible reasons for them are analysed; and the author’s practical experience teaching the Latvian language to foreign students is revealed.
Collocations and contextual semantics of the ethnonyms leiši and lietuvieši ‘Lithuanians’ in the text corpus of modern Latvian language
(2021)
Kļavinska, Antra
The aim of this paper is, by using Computational linguistics method to analyse collocations of ethnonyms leiši and lietuvieši ‘Lithuanians’ in “Balanced Corpus of Modern Latvian” (Līdzsvarots mūsdienu latviešu valodas tekstu korpuss), compare contextual semantics of both ethnonyms. Comparing the frequency of use of the lexemes lietuvieši and leiši ‘Lithuanians’ in the modern Latvian language text corpus, the prevalence of the ethnonym lietuvieši is evident, therefore, the ethnonym leiši, regardless of its use as synonymic designation (sometimes in one and the same text), can be considered as an obsolete word. The desemantisation cases of the ethnonym leiši, detected in the corpus, show its oldness and varied functionality in Latvian language. The evidences to prove the statement of the “Modern Latvian Language Dictionary” (Mūsdienu latviešu valodas vārdnīca) that the lexeme leiši nowadays “carries slightly pejorative stylistically expressive colouring” were not found in the text corpus. In general, the image of a Lithuanian reflected in the modern Latvian language text corpus is rather positive – mostly in historical, language, culture and sports contexts, yet in the context of economics and emigration rather negative impression of Lithuanians is expressed.
CYBERBULLING AND REAL REALITY
(2015)
Gilberto Marzano
;
Velta Lubkina
There are various risks tied to cyberspace. Some of them are social risks because they are cultural risks, being related to new forms of relationships and interactions among people. In the last decade, toxic evils like cyberbullying and other malicious cyber violence are growing, and the search of antidotes is becoming a common concern for governments, educational authorities, teachers, parents and children alike. The available data shows clear evidence that the number of persons affected by cyber violence is increasing (Shariff e Churchill, 2009; U.S. Department of Education, 2011; Dilmac, 2012; Catalano, 2012): a Google search of the word “cyberbullying” finds more the 11 million of items. Despite the popularity of the word, there is a limited knowledge of this issue and many of the first conceptual formulations about it continue to be spread in literature, such as that the characteristics of bullies who act face-to-face and those who do so in cyberspace are very different. The paper analyzes the classic model of cyberbullying behavior, as described in literature, introducing a new element to be considered. It is that, especially for young people, Web and physical world are more and more becoming a whole: virtual-web and real reality are a continuum that we could define as an e-real-reality. Analyzing two of the most known cases of cyberbullying and considering some other evidences emerged by recent researches, we are theoretically convinced that a better understanding of this element could lead to the development of more effective strategies for combating cyberbullying.
Delivering Social Telerehabilitation Services
(2015)
Gilberto Marzano
;
Velta Lubkina
;
Lorita Rizakova
Telerehabilitation is an emerging method of delivering rehabilitation services, which uses information and communication technologies to minimize distance and time barriers. Telerehabilitation is often considered a specialization of the wide field of tele-medicine; most of telerehabilitation services fall into three categories: clinical assessment (patient’s functional abilities in his or her environment), diagnosis and clinical therapy. Researches have recently underlined the potential of social media, mobile phones, and the Internet in general for improving mental health, supporting positive outcomes on addiction issues, sexual health, and homelessness. This paper analyses the issues and implications tied to the development of social telerehabilitation services in Latvia, and reports on the first step of National science program VPP INOSOCTEREHI, a new three years multidisciplinary project on social rehabilitation, which is conducted by four Latvian Universities, and focuses on the use of mobile technologies in rehabilitation scope.
DEVELOPING PRACTICES FOR ADULT EDUCATORS ’ EVALUATION
(2015)
Gilberto Marzano
;
Velta Lubkina
;
Svetlana Usca
In recent years, there have been significant changes in the field of adult education. These changes have brought new opportunities for adult educators, expanding the types of programs offered to adult learners. The increasing role and spreading of adult education has given rise to the issue of adult educators' evaluation, because of overarching goal of evaluation is to improve the quality of the work of an institution. This paper focuses on EduEval (Evaluation for the Professional Development of Adult Education Staff), an EU funded project which is grounded in an action-research based on the active involvement of practitioners engaged in adult educators’ evaluation. The project aims at investigating the issue of adult educators' evaluation in some European countries (which are: Latvia, Italy, Poland, Spain and Greece). Thus paper illustrates the project objectives, and reports from the scientific approach which is used by Personality Socialization Research Institute (PSRI) of Rezeknes Augstskola (Latvia) to conduct an explorative survey on evaluation practices in the specific scope of adult social educators.
DEVIANCE IN LATGALIAN FOLK-TALES: GENDER ASPECT
(2017)
Juško-Štekele, Angelika
The aim of the paper is to identify deviant patterns of behavior between wife and husband in Latgalian household folk-tales by rising those characteristic and action strategies, which in accordance with the public assessment are recognized as non-compliant for traditional gender roles. The empirical source of the research is Latgalian household folk-tails, which thematically cover a variety of relationship models peculiar for a family (husband and wife). For the analysis of a deviant feature developed in a story the author applied theory of social action established by the sociologist Talcott Parsons. In the context of a fairy-tale, the actors (a husband and a wife) should not be regarded as individuals in a sense of a separate person, but instead as representatives of the given gender. Therefore, the nature of their actions is not individual as well, but instead more culturally-historically determined, which in accordance with the folk theory proposed by Richard Dorson is “real situation and local environment”. Deviant behavior scenarios in fairy-tales allow to evaluate developmental tendencies of a family as an institute for a period starting with 20th century, when folk-tales chosen for the empirical source were written, up to nowadays, when in the form of strategic documents are raised such problems of family institutes as significant decline in the amount of registered marriages and increase of divorced marriages.
DOCTORAL STUDENT’S RESEARCH COMPETENCE
(2020)
Irena Zogla
;
Velta Lubkina
Uncertainties in conceptualizations of research skills and competences draw heavily on the changing process of the development of these qualities in education and the relative importance of employment at different education levels that follow the completed by students programs; these also have to meet the uncertainties in competence structure and development. While the shift to competence approach in education is thus more complex than many accounts suggest, it does have major implications for important aspects of studies and teacher and educator work. These include: skill and competence definitions, structure, developmental dynamic and kinds of activities that ensure a stage-by-stage enhancement of these qualities. Research is among the most complicated activities at universities that students and educators have to cover; doctoral studies and the acquired competences are of a special concern. The aim of this article is to trace different approaches and classifications of the 21st Century competences, define research skills and researcher competence, as well as to provide a structure and development of a doctoral student’s competence in the area of education inquiry.
ETHNONYMS IN THE SYSTEM OF PROPER NAMES OF LATGALE
(2013)
Kļavinska, Antra
Proper names, including ethnonyms (folk, tribal and other ethnic community names), is an essential component of any language lexis, which particularly brightly reveals a variety ofextralinguistic processes. The aim of the paper is to analyze the conformity of ethnonym transonymization (the change of proper name class) and deonymization (the change of proper name into appellative) in the culture of Latgale, and linguistic techniques and extralinguistic factors. Linguo-culturological approach has been used in the research, and the link between cultural-historical and social processes in the research of linguistic processes has been taken into account. Determining the origin of ancient ethnonyms, the researchers of the Baltic languages acknowledge a transonymization model typical to the Balts: hydronym → name of region→ ethnonym (Zinkevičius 2005, 186–187). This paper attempts to reveal various ethnonym (denoting mostly foreigners) transonymization models in the system of proper names of Latgale, nominating motivation, and the types of word-formation. It seems that the ethnonyms that denote the neighbouring nations (Estonians, Lithuanians, Russians) most frequently turn into other proper names. Transonymization models have been identifi ed as follows: 1) ethnonym → anthroponym → oikonym (or ethnonym → oikonym → anthroponym), for example, l ī t a u n ī k i ‘the Lithuanians’ → L ī t a u n ī k s ‘a surname’ → L ī t a u n ī k i ‘a village in Preiļi county’; 2) ethnonym → microtoponym, for example, ž y d i ‘the Jews’ → Ž y d a p ū r s ‘a marsh in Vārkava county’; 3) ethnonym → anthroponym, for example, č y g u o n i ‘the Roma people’ →Č y g u o n s ‘a nickname for a dark-haired man’; 4) ethnonym (→ oikonym) → ergonym, for example, l a t g a ļ i ‘The Baltic tribe’ → “L a t g a ļ i” ‘a farm in Mērdzene rural municipality of Kārsava county’. Transonymization of ethnonyms in the culture of Latgale is motivated by historical and social processes. Transonymization processes present the evidence of Latgalians’ stereotypical perception of foreigners, compact settlement of different ethnic groups in Latgale, and historical events. Various types of word-formation are used in the transonymization process: 1) semantic, i.e., only the meaning changes, the morphemic system of lexeme is notchanged, for example, ethnonym p o ļ a k i → oikonym P o ļ a k i (→ surname P o ļ a k s (the male singular form of the ethnonym)); 2) morphological, typically suffixes are added to ethnonyms (sometimes phonetic changes in the root occur), for example, i g a u n i ‘the Estonians’ → surnames I k a u n ī k s (ikaun-+-nīk-s); I g o v e n s (igov-+ - en-s); 3) syntactical, forming compound words, for example, the ethnonym k r ī v i ‘the Russians’ has motivated the oikonym K r ī v a s o l a <Krīva sola ‘Russian Village’, K r ī v m a i z e s < Krīvu maizes ‘Russian bread’; 4) formation of analytical forms, where one of the components has ethnonymic semantics and the second component is a nomenclature word (hill, meadow, marsh, lake, etc.), for example, Ž y d a p ū r s ‘Jew’s marsh’, an attributive adjective, for example, a village M a z i e L ī t a u n ī k i ‘small Lithuanians’, a substantive of other semantics, for example, a meadow Č i g o n e i c a s j ū s t a ‘Gypsy’s belt’. Proper names of foreign origin motivated by ethnonyms have taken their stable place in the system of proper names of Latgale, for example, L a t i š i, a village in Pušmucova rural municipality of Cibla civil-parish (in Russian латыши ‘the Latvians’). Proper names of ethnonymic semantics, used to name various phenomena and realities, are often included in the lexicon of various dialects of Latvian and even other languages. If to assume the fact that ethnonyms are proper names, then it can be concluded that the appellatives mentioned above have appeared in deonymization process: ethnonym → appellative. Moreover, the material of Latgalian dialects confirms the existence of deethnonymic proper names, for example, a lot of different realities are associated with the ethnonyms denoting Roma people: č y g u o n i ‘participants of masquerade parade’; č y g o n k a 1) a sort of winter apples, the apple of this sort (dark green and red); 2) the railroad; 3) achimenes (flower, Achimenes); 4) mushrooms: wild champignon (Rozites caperata) or ugly milkcap (Lactarius necator); č y g u o n a s a u l e ‘the moon’. Appellativeness of ethnonyms has an associative character. The names are reflecting the Latgalians’ stereotypical perception of appearance, occupation, character traits, and traditions of foreigners as alien and different, however, acceptable and assimilable phenomena.
FOLKLORE COMPETENCE IN THE REPRESENTATION OF CULTURAL IDENTITY IN SECONDARY SCHOOL STUDENTS’ ESSAYS
(2021)
Juško-Štekele, Angelika
The article, using the theory of conceptual analysis and the principles of SOLO (Structure of Observed Learning Outcomes) taxonomy, analyses the manifestations of folklore competence in the essays of secondary school students, available in the corpus of essays www.korpuss.lv. The levels of folklore competence were determined by analysing the use of lexemes belonging to the semantic field of folklore in secondary school students’ essays. Out of 157 (or 34%) essays containing lexemes belonging to the semantic field of folklore, the majority (i.e. 43%) show the lowest level of folklore competence with domination of the naming function without further elaboration, or is limited to a broader elaboration of just one element without any perceived correlation with a broader folklore context. At the second level of folklore competence that can be observed in 45 essays (29%), secondary school students show the ability not only to name but also to classify into simpler systems 2- 3 realia belonging to the semantic field of folklore. At the third level of competence represented in 9 essays (or 6%), secondary school students show the ability to reason, analyse, explain causes, integrate, infer and identify problems using 4-6 lexemes belonging to the semantic field of folklore. The overview of the essays written in 2018 shows that most of the secondary school pupils’ folklore interests are related to the events dedicated to Latvia’s centenary, in particular Latvian Song and Dance Festival, which is typologically connected with the folk songs and Cabinet of Dainas (‘dainu skapis’) collected by Krisjanis Barons. In terms of genres, secondary school pupils have mostly stayed in the genre of fairy tale, which dominates at the first level of folklore competence (43 out of 100 essays), but it often merges with the understanding of the literary fairy tale and is subject to a formal application of genres. The study shows that folklore competence at its highest possible levels is more convincingly demonstrated by pupils from minority schools, which may be explained by the socio-cultural competence building content included in the minority school curricula.
Formation of Collaborative Skills of Adolescents who have Functional Disorders
(2014)
Olga Urtane
;
Svetlana Usca
;
Velta Lubkina
One of the main prerequisites of successful social development is collaborative skills. Study focuses on adolescents with functional disorders, whose collaborative skills are underdeveloped. There has been raised the issue on how to promote the development of those skills within boarding school educational process, applying a project method to encourage adolescents with functional disorders to use the obtained knowledge and skills in practice, to understand the significance of process, to take an active role in problem-solving process, and gain to positive experience of cooperation. The research was conducted in Latvia, in two boarding schools. Results have been processed in SPSS and AQUAD 6 environment. It is concluded that the usage of the project method while working with adolescents with functional disorders provides an individual and differentiated approach and the opportunity to work at all cognitive levels and to participate in problem-solving and decision-making processes thus promoting active living position and developing collaborative skills in boarding school conditions.
Human balance function diagnostic and improvement model within social telerehabilitation system
(2017)
Aleksandrs Gorbunovs
;
Atis Kapenieks
;
Velta Lubkina
Very often persons with disabilities are faced with several obstacles such as lower level of services, limitations and inadequate access to education, health care, information and communication technology resources, unsuitable buildings entrance and workplaces equipment. Existing e-health models are rather general. The aim of this paper is to propose new social telerehabilitation system supportive human balance function diagnostic and improvement model which would enhance inclusion process.
IMPROVING ADAPTIVE LEARNING IN A SMART LEARNING ENVIRONMENT
(2021)
Gilberto Marzano
;
Āboliņa, Anda
;
Yeliz Nur
It has been broadly argued that, in the near future, the demand for skilled labor will increase whilst that for routine activities will decrease. In this regard, the need for making greater investments in education to re-skill workers and support continuous learning has been invoked as an essential requirement for preserving people’s employability.Digital technology is deemed increasingly necessary to sustain the educational endeavor, for the possibilities it offers to make more accessible and low-cost educational interventions. It allows for the creation of personalized learning paths and customized digital learning solutions, for courses to be available to a large attendance of learners, and for teaching-learning activities to be offered at significantly reduced cost.In this article, a learning unit structure designed to improve adaptive learning is proposed, and mechanisms for adaptive learning in a smart learning environment are discussed.The implemented teaching-learning solution is also illustrated. This is a preliminary application based on an approach that combines the teacher experience with learning analytics.
Scopus© Citations 1
IN SEARCH OF EMOTIONAL INTELLIGENCE OF LATGALIANS: CONCEPT “HEART” IN LATGALIAN FOLK-TALES
(2018)
Juško-Štekele, Angelika
Emotional intelligence, according to the theory of emotional intelligence developed by American researchers Peter Salovey and John D. Mayer, is a form of social intelligence that involves the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action. When attributed to different social groups (age, profession, gender, ethnicity, etc.), emotional intelligence theory helps to identify specific mental peculiarities that are characteristic to a group, assess the group's communicative competence and predict reactions. The aim of the paper is to identify the dominant emotional intelligence patterns of Latgalians reflected in Latgalian folk-tales through the usage of a lexeme “heart”. As the source of the research the author has chosen 949 Latgalian folk-tales included in P. Schmit's (P. Šmits) collection “Latviešu tautas pasakas un teikas” (Latvian folk-tales and legends). From the selected folk-tales, a Latgalian folk-tale corpus was created, which for the purpose of acquiring of statistical data was processed in MonoConc Pro software. From the Latgalian folk-tale corpus 124 folk-tales were retrieved, where the usage of the word “heart” was identified 211 times. The research is based on the theory of cognitive linguistics regarding research methods of national concepts, based on the semantic cognitive approach, where the concept of analysis is divided into three main stages: the definition of the nominal field of the concept, the semantic-cognitive interpretation of the linguistic means and verification of the acquired cognitive characteristics. According to the theory of Z. Popova and J. Sternin, cognitive interpretation is a process of modelling of a concept as a unit of cognitive mental consciousness that is based on the acquired linguistic data. The classification of emotions in the paper is based on the theory of American psychologist R. Plutchik regarding eight main emotions: anger, fear, sadness, disgust, surprise, anticipation, trust and joy, all of which perform the function of adaptation. The summary of nominal field units on the concept “heart” gives ground to conclude that the most commonly mentioned emotion in Latgalian folk-tales is anger, which indicates mechanisms of defence while shaping the image of the enemy. Another most extensively represented emotion in Latgalian folk-tales is joy, which includes 33 heart-related positive emotions: sincerity, mercy, goodness, happiness, simplicity, etc. This emotion refers to individuals who have gained sympathy of the nation and are identified as those who belong to the community. According to the theory of R. Plutchik, joy is a psychological defence mechanism that turns a self-unacceptable behaviour, thought or feeling into a complete opposite. Emotion of joy is an affirmation of altruism, puritanism, conscientiousness, morality and acknowledgment of showing good behaviour. The third largest group among major emotions refers to the expression of sadness and sorrow (11 cases), which represents such psychological characteristics as shyness, passivity, apathy, conformity, obedience, and wish to go over painful past events. From the point of view of emotional intelligence, the concept of “heart” in Latgalian folk-tales is revealed as a repository of emotions, which, according to the theory of P. Salovey and J. Mayer, allows to interpret the degree of assessment and manifestation of one’s group emotions, the ability to assess and recognize other groups’ emotions, regulation of one’s own emotions and, finally, their application to improve one’s performance. Folk-tales show that in the context of the concept “heart” assessment of emotions of other groups is prevalent, basically emphasizing the negative qualities of social opponents, which result in variously described extensive emotions of anger. In the characterization of emotions of one’s own group, a more varied, but at the same time less described gamut of emotions dominates, where an ambivalent range of feelings predominantly of joy and sorrow are reflected. If there is no compromise in the revelation of the emotions of anger (angry characters, as anticipated by the righteous standards of a folk-tale, get the punishment they deserve), then the emotion of joy sometimes undergoes some fluctuations or even doubts about the true motivation and understanding of this emotion of joy. The story-line of a folk-tale does not reveal any significant activity regarding the regulation of the emotions of one's group. A folk-tale, mainly based on the polarities of one’s own and foreign, good and evil, shows how one-of-their-own (usually a low-stratum hero) is earning a satisfaction he has deserved.
INFLUENCE OF INTERNATIONALIZATION PROCESSES IN THE HIGHER EDUCATION INSTITUTION ON THE DEVELOPMENT OF INTERCULTURAL COMPETENCE
(2015)
Eglė Virgailaitė-Mečkauskaitė
;
Velta Lubkina
Since integration and globalization processes are accelerating in the world, the demand to internationalize education and studies increases as well as parameters of the activities of higher education institutions change. International competitive ability of European higher education area, international mobility and high level of university graduates’ employment as well as successful integration into international labour market are the main aims of Bologna process. Bologna declaration, various documents of conventions (European convention of higher education institutions, Salamanca) and communiqué documents (of Prague; Berlin; Bergen) related to the declaration devoted to the creation of common European Higher Education Area raise the necessity of higher education policy emphasizing internationalization, the conception of lifelong learning. The documents mentioned above emphasize the development of European dimensions and content internationalization in study programmes, training of a flexible, mobile, constantly improving and public active specialist who will integrate into the competitive labour market, mobility of the academic community and international cooperation. The development of intercultural competence becomes a more topical subject of the research taking globalization processes into consideration. That is why it is important to understand the influence of internationalization processes in the institution on the development of Master’s degree (MA) students’ intercultural competence through their experience gained in the study process. The aim of the research presented in this article is to discuss the influence of internationalization processes in the institution on the development of MA students’ intercultural competence. A scientific problem question raised in the research is how MA students telling their life story reveal the experience gained in the process of higher education internationalization which influenced the development of their intercultural competence.
Involving Adult Educators in Quality Assessment Processes
(2015)
Gilberto Marzano
;
Velta Lubkina
;
Svetana Usca
This paper presents results from an investigation conducted in Latvia within the EU project EduEval (Evaluation for the Professional Development of Adult Education Staff) on the issue of adult education evaluation strategies. The investigation methodology was based on the review of current literature, analysis of statistic data and available official documents, and a sample of semi-structured interviews. The Latvian strategies about adult education evaluation are presented and discussed at the light of 16 semi-structured elite interviews designed to elicit both opinions and suggestions from a small sample of selected stakeholders. From our research, it results that adult educators’ opinions mirror the Latvian adult learners’ context and attitudes.
KEY ISSUES IN ADULT NON FORMAL PARTICIPATORY E-LEARNING
(2016)
Gilberto Marzano
;
Velta Lubkina
;
Luis Ochoa Siguencia
This paper is concerned with participatory learning, and focuses on the issues that can arise in the application of participatory approaches in e-learning-based adult non-formal education programmes. It analyses the assumptions on which participatory learning theories lie, and discusses the current portability of participatory adult learning practices to an on-line environment. Some key issues in adult non-formal participatory e-learning will be presented, taking into account the available literature and the first results of EScAlADE, an EU funded project started at the end of 2015, which focuses on adult non-formal participatory learning.

Browse

Browsing Scientific papers (IVDF) by Type "journal-article"

Results Per Page

Sort Options