A carregar...
Publicação
Learning in higher education: the ISEGI case
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 50.98 KB | Adobe PDF |
Autores
Mesquita, Anabela
Orientador(es)
Resumo(s)
The development of a knowledge-based society needs a technological infrastructure as
well as a workforce with the necessary skills, knowledge and competences, supported by a
well-structured initial education and by a continuous learning program. This education
should be available to all citizens, not only to the traditional, young students but also to
those whose circumstances prevented them from progressing through the formal
educational process. For some considerable time, universities were the domain of the elite
and only a privileged few had the opportunity to go on to a university. Recently, this
situation has changed dramatically. Universities have now opened their doors to benefit
from a wider intake. This expansion has allowed new groups of students, traditionally
excluded or under-represented in Higher Education (HE), to participate in it. Although
these students may be rich in experience, they may have difficulty in adapting to the
pedagogical approaches of learning and teaching. Furthermore, their attitudes and
problems are not necessarily the same as those of traditional students. Nevertheless, they
are still expected to fit into educational institutions designed for younger students.
The development of a knowledge-based society needs a technological infrastructure as well as a workforce with the necessary skills, knowledge and competences, supported by a well-structured initial education and by a continuous learning program. This education should be available to all citizens, not only to the traditional, young students but also to those whose circumstances prevented them from progressing through the formal educational process. For some considerable time, universities were the domain of the elite and only a privileged few had the opportunity to go on to a university. Recently, this situation has changed dramatically. Universities have now opened their doors to benefit from a wider intake. This expansion has allowed new groups of students, traditionally excluded or under-represented in Higher Education (HE), to participate in it. Although these students may be rich in experience, they may have difficulty in adapting to the pedagogical approaches of learning and teaching. Furthermore, their attitudes and problems are not necessarily the same as those of traditional students. Nevertheless, they are still expected to fit into educational institutions designed for younger students.
The development of a knowledge-based society needs a technological infrastructure as well as a workforce with the necessary skills, knowledge and competences, supported by a well-structured initial education and by a continuous learning program. This education should be available to all citizens, not only to the traditional, young students but also to those whose circumstances prevented them from progressing through the formal educational process. For some considerable time, universities were the domain of the elite and only a privileged few had the opportunity to go on to a university. Recently, this situation has changed dramatically. Universities have now opened their doors to benefit from a wider intake. This expansion has allowed new groups of students, traditionally excluded or under-represented in Higher Education (HE), to participate in it. Although these students may be rich in experience, they may have difficulty in adapting to the pedagogical approaches of learning and teaching. Furthermore, their attitudes and problems are not necessarily the same as those of traditional students. Nevertheless, they are still expected to fit into educational institutions designed for younger students.
Descrição
Comunicação apresentada na IRMA Information Resources Management Association International Conference, San Diego, CA, 15 19 May
Disponível on-line: www.gbv.de/dms/tib-ub.../495851841.pdf
Disponível on-line: www.gbv.de/dms/tib-ub.../495851841.pdf
Palavras-chave
Ensino