Schrader-Naef (2000) state that in order to precipitate lifelong learning educators need to create foundational motivations at all level of education so adult education can build on those foundations. People need to inherently view education as a personal responsibility and through this acknowledgement motivation is born.
Dunlap and Grabinger (2003) suggest that lifelong learning is inspired through developing a student’s “capacity for self-direction, metacognitive awareness, and a disposition towards learning”.
Bolhuis (2003) creates the argument for “process-oriented teaching” stating that learning is a social phenomenon and we need to consider context, prior knowledge, and emotional awareness as it relates to lifelong learning.
Dunlap and Grabinger (2003) suggest that lifelong learning is inspired through developing a student’s “capacity for self-direction, metacognitive awareness, and a disposition towards learning”.
Bolhuis (2003) creates the argument for “process-oriented teaching” stating that learning is a social phenomenon and we need to consider context, prior knowledge, and emotional awareness as it relates to lifelong learning.