Running head: LIFE-LONG LEARNING THEORY 1

The Life-Long Learning Theory

Meijuan Zeng

Anna Lizarov

Qingying Zhou

Shijia Lin

Teachers College

LIFE-LONG LEARNING THEORY 2

Figure 1. Visualization of the life-long learning theory.

LIFE-LONG LEARNING THEORY 3

Abstract

The life-long learning (LLL) theory incorporates the elements of the situated learning theory,

connectivism, constructivism, mastery learning, funds of knowledge, and the law of effect

principle. It asserts that learning is an eternal process and is improved with the use of social

networks. The evaluation methods vary depending on the setting. Nonetheless, it is significant as

it makes the school curriculum more interactive and meaningful.

LIFE-LONG LEARNING THEORY 4

Life-Long Learning Theory

There is a constant development of new learning theories with the growth of development

of new technology. The life-long learning (LLL) theory borrows the elements of the situated

learning theory, connectivism, constructivism, mastery learning, funds of knowledge, and the

law of effect principle. First and foremost, an individual’s learning process varies depending on

the context or environment. For instance, the way one acquires knowledge and skills at a

workplace differs from the way one obtains knowledge at an educational institution. Second,

since the rate of the technology development and the information available is increasing

exponentially, the learning, especially online learning, is a continuous and ceaseless process.

Thus, in order to acquire that knowledge, including its access, it is important to develop a social

network, which is explained by Siemens’ (2005) theory of connectivism and Natriello’s (2015)

theory of networked learning. Third, learning has to be meaningful, as in, applicable to real-

world problems that students will encounter with. Likewise, many students, including children,

enter the classroom with their own experiences, views, and knowledge that was shaped by their

households and culture. This is where constructivist approach and funds of knowledge approach

come into play.

Another theory that was used for the synthesis of the LLL theory, especially, the self-

motivation aspect of this theory, is the theory of mastery learning, which states that individuals

are first required to master a simple learning task or concept before proceeding to an advanced

task or concept. In other words, one has to have a concrete foundation to proceed to the next

level. In addition, in order for learning to occur, the learner has to receive feedback, which was

pertained to Edward Thorndike’s law of effect principle. Furthermore, features such as Lev

Vygotsky’s concepts of articulation and reflection, which foster metacognition, are vital as they

LIFE-LONG LEARNING THEORY 5

allow the learner to develop a deep understanding of concepts. Also, they enable the learner to

organize his or her thoughts, thereby allow to building meaningful connections between different

concepts. All of these features, in turn, promote one’s self-motivation and fascination for

learning. Likewise, they enable the learner to acquire his or her own interests, which drive the

learning process.

Educational and Learning Goals and Outcomes

According to the life-long learning (LLL) theory, a continual learning experience is

driven by the transformation and development of both ‘internal’ motivation and the ‘external’

contexts. Therefore, the LLL theory focuses on building connections not only between learners,

past experience and new knowledge but also intrinsic and extrinsic aspects of factors involved in

a learning activity. The theory addresses the following educational/learning objectives and

outcomes for learners: 1) To facilitate one’s self-motivation for learning and acquiring new

knowledge in the long term; 2) To make connections between knowledge and to apply past

knowledge, skills, and experience to a new learning activity; 3) To master a self-initiated/guided

learning in a variety of in-school/out-of-school contexts; 4) To leverage community and

networked resources to support one’s engagement in learning; 5) To develop an awareness that

we are living in an era of an exponential change and it’s critical we constantly update our

knowledge and skills.

Methods

To achieve educational goals and ideal outcomes of our learning theory, we will discuss

the methods from the following perspectives: pedagogy practices, curriculum design, student-to-

student interaction, and evaluation. In concept, LLL should focus on the prospect of a pedagogy

that is “more interactive, individualized and student-centered” (Natriello, 2005). It should

LIFE-LONG LEARNING THEORY 6

emphasize personalization based on learners’ education backgrounds, learning demands, learning

preferences, competencies, and career development. In that case, the content of curriculum

should be fun, creative, and interactive, which can evoke learners’ readiness to connect “inner

resources of knowledge and thought” (Kilpatrick, 1918) and share their ideas with others.

Besides, the course design should be borrowed from different learning contexts which can help

learners better understand how to adapt knowledge into different situations, such as classroom

teaching, workshop, seminar, and corporate training.

As for social interactions between learners and instructors, as well as among peers, it is

crucial to maintaining a high level of collaboration and communication to achieve lifelong

learning, especially in a virtual learning environment. As online learning lacks face-to-face

communication, it is important to consider taking some actions to make our learning connective

and interactive online, such as increasing “the use of discussion boards, synchronous chat, and

the development of peer-to-peer learning communities” (Natriello, 2005). For the online learning

community, organizing in-person meetings periodically is also crucial for learners to know each

other better, communicate more effectively, and build a stronger connection with each other.

Finally, we need an evaluation which shows learners’ performance and effectiveness. The

form of evaluation depends on different occasions where we learn: school, workplace, and our

online or in-person learning community. At school, our learning performance is evaluated based

on the grades on check-in exams, participations in discussion, self- reflections about classroom

learning experiences, and teachers’ feedbacks on our strengths and limits. At workplace, our

performance is evaluated based on feedback from other colleagues and the supervisor, and our

overall working performance (such as contribution to corporate meetings and business

achievements). In online or in-person networked learning environment, our performance can be

LIFE-LONG LEARNING THEORY 7

evaluated by the number of social events we attend to, and frequency of contacting with other

people, such as alumni, peers, and coworkers. Refer to Table 1 for the evaluation methods.

School Workplace Online/In-person Network

Check-in exams and

participations in discussion

Employees’ & supervisor’s

feedback

The number of social events

attended

Students’ self-reflections Performance (e.g.

contribution to meetings,

business achievements)

The frequency of keeping in

touch with alumni, college

peers/colleagues

Teachers’ feedback

Table 1. Evaluation methods in different settings.

Implications

The life-long learning theory forming the most advanced learning theory that gathers all

the advantages from situated learning theory, connectivism, constructivism, mastery learning,

funds of knowledge (moll et al, 1992), and the law of effect principle, which leads to a

completely new learning style for the new generation of young people today. With LLL

theory, people not only learn from educational institutions but also from colleagues in

workshops, family members, and personal life experiences. Besides, with the effect of Lev

Vygotsky’s concepts of articulation and reflection, people can increase their ability to have

more creative solutions on transfer problems and draw inferences about other cases from one

instance.

The most profound and lasting implication of this advanced theory is that all the

knowledge people had already can be up-to-date meanwhile they will acquire the multi-level

knowledge, which differs from today’s learning system. Educational institution will not be the

only focus of learning, everyone and everything can become an instructor.

References

LIFE-LONG LEARNING THEORY 8

Kilpatrick, W. (1918). The project method. Teachers College Record, 19(4), 319-335

Moll, L. C., Cathy, A., Neff, D., & Gonzalez, N. (1992). Funds of knowledge for teaching: Using

qualitative approach to connect homes and classrooms. Theory into Practice, 31(2), 132-

141. DOI: 10.1080/0040584920954353

Natriello, G. (2005). Modest changes, revolutionary possibilities. Teachers College Record,

107(8), 1885-1904.

Natriello, G. (2015). Networked learning. Pp. 337-348 in Handbook of Educational Psychology,

APA Division 15. New York: Routledge.

Sawyer, R. (2014). Introduction: The new science of learning. Pp. 1-20 in The Cambridge

Handbook of the Learning Sciences. New York: Cambridge University Press.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of

Instructional Technology and Distance Learning, 2,