Suchergebnisse

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

Universities have to respond to the needs of society, governments, companies and individuals. The main activities in universities are fundamental or applied research and studies, providing competencies and knowledge necessary for students' professional careers. Therefore, universities should prepare future professionals for collective activities in their future work places – organizations. Universities which base their ethos on modern educational paradigm practice student-oriented studies. Students and the teacher co-construct the curriculum and peer-learning is employed for deeper learning and better results. The whole study process is based on creating empowering educational environments which engage and stimulate deep learning. According to Salmon (2000), effective university educational environments have to promote collaborative learning, empower deeper learning, engage students in real problem-solving to develop skills that are necessary in real life environments and provide students with the experiences, challenges and opportunities which occur in the 21st century. It requires creating real organizational environments (Munro and Cook, 2008), and even if students feel very engaged in their team performance and problem-solving, they still identify themselves as university students, not as members of an organization (Kahu, 2013). Thus, there is a essential to define how university educational environments that empower students' organizational learning should be designed. Various educational systems, such as collaborative learning, problem learning, service learning can be used for developing organisational learning competence, but there is a lack of a holistic educational system dedicated for this purpose only. This dissertation is dedicated to answer this interdisciplinary research problem: how should the educational environments for organisational learning be designed to empower students' individual and collective learning with the purpose to develop subject knowledge and organisational learning competences? The research object is students' individual and organisational learning in the educational environments for students' organizational learning. The research aim is to disclose students' individual and collective learning in the educational environments for students' organizational learning.

The research explores problem contexts of the modelling of virtual learning environment. School communities are facing learning difficulties under the rapidly evolving global conditions. Considering the tendencies in changing learning processes, it is essential to reflect upon and provide a basis for the contours of the modelling of a virtual learning environment. While in search of new learning conceptualization strategies, it is very important to properly understand the inclusive and activating context of open learning space, as well as to properly assess the content elements and anticipate the possible features of expression. The process of modelling of the virtual learning environment is analysed through reflexive approaches. The contemporary school is now moving onto the logic of organizing learning services, revealing new trends of expression: skills, information, knowledge, networking relations between learners and the creation of learning values. Virtual learning environment is positioned as an inevitable vision. This vision aims for the learner to be in the centre of learning, while learning itself would be understood as a social process, where learners create a confidencebased culture, design a course of personalized learning for themselves, apply different methods and styles of learning in regard to the objective of the learning object. The goal of the new learning policy strategy is to establish learning environments that would create conditions for people of different interests and capabilities to receive customized education, adapt to various life situations and aims, as well as combine formal learning and self-education.

The focus of this paper is the notion of a learning society in Lithuania. Lithuania, as a EU member, is in the process of implementation of a Lisbon strategy, which declared the goal of creation the knowledge society until the year 2010. The main task is to identify the peculiarities and problems that impede the creation and development of a learning society in Lithuania. The different aspects have been analyzed: primarily, the higher education system and the notion of lifelong learning, then the conception of a learning region in Lithuania, and finally the creation of a learning economy with effective innovation systems. It is claimed that Lithuania, being an educated country with high percentage of students enrolment, is not competitive enough, and that lifelong learning depends not only on the policy of a government, but on the motivation of the citizens, the approach of the employers and a strength of a civil society. It is also claimed that the spontaneous creation of learning regions lies in the social capital (trust, social capabilities). An interactive and systemic innovation system based on the partnerships and networks, with a strong value of a human factor, can guarantee a better competitive advantage.

The focus of this paper is the notion of a learning society in Lithuania. Lithuania, as a EU member, is in the process of implementation of a Lisbon strategy, which declared the goal of creation the knowledge society until the year 2010. The main task is to identify the peculiarities and problems that impede the creation and development of a learning society in Lithuania. The different aspects have been analyzed: primarily, the higher education system and the notion of lifelong learning, then the conception of a learning region in Lithuania, and finally the creation of a learning economy with effective innovation systems. It is claimed that Lithuania, being an educated country with high percentage of students enrolment, is not competitive enough, and that lifelong learning depends not only on the policy of a government, but on the motivation of the citizens, the approach of the employers and a strength of a civil society. It is also claimed that the spontaneous creation of learning regions lies in the social capital (trust, social capabilities). An interactive and systemic innovation system based on the partnerships and networks, with a strong value of a human factor, can guarantee a better competitive advantage.

The relevance of the research: Modern science provides us more and more data about the fact that each living beings existence depends not only on the inherent factors, but also from the environment: natural, social, cultural. Family and school are the two institutions, which form the common purpose – to foster a positive, willing to learn person. The Constitution of the Republic of Lithuania, the Education Act, and the Protection of the Rights of the Child and other laws and legislation guarantee the child's right to education. Education for children under 16 years old is compulsory; each of them is with their rights to a free education. However, environmental factors which determine students' reluctance to learn are a sharp problem of our days. New interests appear in teenage years, and they become more stable and stronger. A desire arises to a teenager to know depth of world events, and those areas of life, which is not included in a school program, so their interests do not become coincide with the school.The object of the research is determined factors of students' reluctance to study.The aim of the research is to substantiate in theory and empirically investigate the factors of students' reluctance to study, whose disturb realize the right to education.The methodology of the research: the research was performed by questionnaire survey method. Two semi-closed-type questionnaires were prepared for students and schoolteachers. They include: 1) the demographic cluster, 2) a block of questions designed to explore the factors leading to students' intention/reluctance to learn, 3) unit designed to investigate students' self-assessment and future perspectives, 4) block of the school attendance of students, 5) unit for the examination of relationships between pupils and teachers, 6) questions about the lending assistance to the pupils' realizing their right to education.Pupils of the sixth and ninth forms, learning at general education schools participated in the analysis. On the whole 200 pupils (100 from each class) and 70 teachers were investigated.The hypothesis of the research confirmed, because the right of pupils in schools is not fully implemented because of the environmental factors that determine reluctance to learn.

The relevance of the research: Modern science provides us more and more data about the fact that each living beings existence depends not only on the inherent factors, but also from the environment: natural, social, cultural. Family and school are the two institutions, which form the common purpose – to foster a positive, willing to learn person. The Constitution of the Republic of Lithuania, the Education Act, and the Protection of the Rights of the Child and other laws and legislation guarantee the child's right to education. Education for children under 16 years old is compulsory; each of them is with their rights to a free education. However, environmental factors which determine students' reluctance to learn are a sharp problem of our days. New interests appear in teenage years, and they become more stable and stronger. A desire arises to a teenager to know depth of world events, and those areas of life, which is not included in a school program, so their interests do not become coincide with the school.The object of the research is determined factors of students' reluctance to study.The aim of the research is to substantiate in theory and empirically investigate the factors of students' reluctance to study, whose disturb realize the right to education.The methodology of the research: the research was performed by questionnaire survey method. Two semi-closed-type questionnaires were prepared for students and schoolteachers. They include: 1) the demographic cluster, 2) a block of questions designed to explore the factors leading to students' intention/reluctance to learn, 3) unit designed to investigate students' self-assessment and future perspectives, 4) block of the school attendance of students, 5) unit for the examination of relationships between pupils and teachers, 6) questions about the lending assistance to the pupils' realizing their right to education.Pupils of the sixth and ninth forms, learning at general education schools participated in the analysis. On the whole 200 pupils (100 from each class) and 70 teachers were investigated.The hypothesis of the research confirmed, because the right of pupils in schools is not fully implemented because of the environmental factors that determine reluctance to learn.

On the basis of works of Lithuanian and foreign scientists – a concept "learning organisation" is defined. That is an organisation that secures a favourable environment for self-education, constant and purposeful studying, generation and adoption of knowledge and expierence in practical activity, its accessability for every member of the organisation. The features of a learning organisation are: adoptiveness, democracy, pioneering. After analysing data of companies belonging to manufacture of engine vehicles, trailers and semi-trailers companies questionaires, it was determined that the bigest part of respondents favourably evaluate environment of their organisation's studying, communication and cooperation, their motivation, access to information, learning purpose and practical adoption of knowledge. The biggest part of respondents answered that they can easily adopt to the new work conditions and are loyal to their organisations. The results of investigations reveal that the process of studying in the investigated organisations is regular, constantly improving training methods. The knowledge is received from the inside of the organisation as well as the outside, searching for mistakes, analysing them and learning from them. It is possible to state that according to the three cycle studying presented by Argyris – the company corresponds all three learning cycles. According to investigation results it was established that the factors influencing environment of the learning of the organisation influence organisation's learning results.

On the basis of works of Lithuanian and foreign scientists – a concept "learning organisation" is defined. That is an organisation that secures a favourable environment for self-education, constant and purposeful studying, generation and adoption of knowledge and expierence in practical activity, its accessability for every member of the organisation. The features of a learning organisation are: adoptiveness, democracy, pioneering. After analysing data of companies belonging to manufacture of engine vehicles, trailers and semi-trailers companies questionaires, it was determined that the bigest part of respondents favourably evaluate environment of their organisation's studying, communication and cooperation, their motivation, access to information, learning purpose and practical adoption of knowledge. The biggest part of respondents answered that they can easily adopt to the new work conditions and are loyal to their organisations. The results of investigations reveal that the process of studying in the investigated organisations is regular, constantly improving training methods. The knowledge is received from the inside of the organisation as well as the outside, searching for mistakes, analysing them and learning from them. It is possible to state that according to the three cycle studying presented by Argyris – the company corresponds all three learning cycles. According to investigation results it was established that the factors influencing environment of the learning of the organisation influence organisation's learning results.