Suchergebnisse

March 19 - 22, 2006, São Paulo, BRAZIL World Congress on Computer Science, Engineering and Technology Education ; Adults students (AS) bring to Higher Education (HE) and to the learning process a wide range of life experiences. The use of these can assist academic learning and enable AS to become independent reflective learners. Research is urgent as more adults are returning to HE, because of the push policy for lifelong learning – at national government, European Commission (EC) and Bologna Process levels. The project PRILHE (Promoting Reflective Independent Learning in HE), funded by the EC Socrates- Grundtvig Programme, aims to identify the learning processes which enable AS in HE to become independent reflective learners and how best to support these processes. Within this research, both quantitative and qualitative methods were used to determine how students organise their studies and to discover their learning experiences. This paper describes the design and development of the system for the web survey data collection, taking into account the characteristics of information systems quality models.

Chapter in Merrill, Barbara (ed.) (2009) Learning to Change? The Role of Identity and Learning Careers in Adult Education. Hamburg: Peter Lang Publishers. URL: http://www.peterlang.com/ index.cfm?vID=58279&vLang=E&vHR=1&vUR=2&vUUR=1 ; This chapter introduces a case study of adult students in Portugal. It was developed by the Portuguese partner of the PRILHE (Promoting Reflective Independent Learning in HE) project consortium. This was a project funded by the European Commission Socrates Adult Education Programme (113869-CP-1-2004-1-UK- GRUNDTVIG-G1PP). In Portugal, adults may choose Higher Education Institutions[1] (HEI) or Technological Schools (TS) to pursue their education. The case study shows that there are similarities and differences between students from TS and Universities, mostly related with the approaches students have to learning and the way teachers take into consideration these approaches. It seems that TS have "best practices" that could usefully be implemented by other institutions. The chapter is organised as follows: first, we contextualize LLL development as an element within the political objective of creation of a knowledge economy, especially in the context of the European Union's Lisbon Agenda, linking education with employment. The different access routes non-traditional adult students can take to access Universities in the Portuguese higher education (HE) system are then briefly described. The PRILHE project, its main objectives, the participant institutions in the consortium, and the methodology used to gather and analyse data are briefly explained. Finally, the results of the Portuguese case within this project are presented and discus