Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/49837
Type of publication: research article
Type of publication (PDB): Straipsnis konferencijos medžiagoje Clarivate Analytics Web of Science ar/ir Scopus / Article in Clarivate Analytics Web of Science or Scopus DB conference proceedings (P1a)
Field of Science: Edukologija / Education (S007)
Author(s): Bartkevičienė, Aistė;Žydžiūnaitė, Vilma
Title: Context and outcomes of self-directed learning among immigrants, who participate in activities of communal organizations
Is part of: EDULEARN 13 : 5th international conference on education and new learning technologies, Jul 1-3, 2013, Barcelona : conference proceedings. Barcelona : International association of technology, education and development, 2013
Extent: p. 5216-5226
Date: 2013
Series/Report no.: (Edulearn, 2340-1117)
Keywords: Bendruomenės organizacijos;Imigrantai;Integracija;Communal organizations;Immigrants;Integration
ISBN: 9788461638222
Abstract: Over the past decades, global migration flows increased significantly. For example, in 2010 there were 32.5 million foreigners in the EU-27. The majority of them, 20.2 million, were third-country nationals, while the remaining 12.3 million were citizens of another Member State (Vasileva, 2011). The increase of migration trends is also noted in Lithuania. According to the data of Lithuanian Migration Department at the beginning of 2013 33,267 foreigners lived in Lithuania. After coming to a new country, immigrants face social, political, economic, cultural and educational integration problems. The solution of them may be reflected through self-directed learning, which could be useful to immigrant integration. This type of learning stimulates immigrants to design and manage the learning purposefully with or without the help of others. The self-directed learning states assumptions to analyze personal values, attitudes and reflect personal emotions, which create preconditions to make decisions regarding immigrants’ integration. In this way, learners develop their human and social capital. The relevance of self-directed learning among immigrants is studied by Nugraha (2004), Igoudin (2008), Chang (2010), Kang (2011), who highlight learning experiences, motives and environments. But there is still a lack of systematic research about the context and outcomes of self-directed learning among immigrants, who are involved in activities of communal organizations
Internet: https://library.iated.org/view/BARTKEVICIENE2013CON
Affiliation(s): Edukologijos tyrimų institutas
Vytauto Didžiojo universitetas
Šiaulių universitetas
Appears in Collections:Universiteto mokslo publikacijos / University Research Publications

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