Interpersonal Communication Predispositions for Lifelong Learning: The Case of First Year Students

Year 2019, , 77 - 94, 25.01.2019

Tanju Deveci

https://doi.org/10.30786/jef.358529

Cited By: 7

Abstract

The idea
that learning continues throughout life, and cannot be confined to a particular
age or place is a fact. This has led to the argument that individuals need to
be active agents of their own learning. This has caused learning to be viewed
as an individual attainment, with little attention to the role of interpersonal
communication in advancing lifelong learning skills. With an attempt to bridge
this gap, this paper focused on 205 college students’ and five professors’
thoughts on the interplay between our communication with others and lifelong
learning. Considering their views as well as literature on interpersonal
communication and lifelong learning, a thirty-item scale with four sub-domains
was developed: learning reciprocity, perseverance, engagement with instructors,
and motivation. This scale was then used with a total of ninety-two of first
year students on two communication courses in the UAE. Results revealed that
the students’ scores were above average, indicating their relatively developed
predispositions for interpersonal communication supporting lifelong learning.
The project-based nature of the courses the students were registered in was
thought to influence students’ scores. Results are discussed, and
recommendations are made for both classroom instruction and future research.

Keywords

interpersonal communication, lifelong learning, first year students, project-based learning

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