Learning model to foster learning competencies in higher education

Social, economic and technological changes require the development of learning competencies as a precondition for lifelong self-directed learning. Against this background, this contribution investigates how learning competencies can be theoretically and practically justified as a pedagogic-didactical objective in the university context. As a result, a learning model fostering learning competencies has been developed, comprehensively indicating the self-directed learning process of students deducing multifaceted competencies required. The study investigates the self-directed learning process in depth and uncovers crucial competencies as well as supportive instructive learning conditions. It emphasizes the active part of both, the learner and the instructor when it comes to fostering learning competencies in technology-enhanced environments.

15.04.2011 | Sabine Hoidn (Cambridge)