Learning for being: an ontological and existential approach

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dc.contributor.author Russell, HM
dc.date.accessioned 2010-06-16T04:58:42Z
dc.date.issued 2007-01
dc.identifier.citation International Journal of Lifelong Education, 2007, 26 (4), pp. 363 - 384
dc.identifier.issn 0260-1370
dc.identifier.other C1UNSUBMIT en_US
dc.identifier.uri http://hdl.handle.net/10453/11838
dc.description.abstract This paper will investigate the ontological and existential learning experience of a group of laterlife computer learners in Sydney, Australia. The research, undertaken as a PhD project, focused on the interpretation and understanding of the learning experience from the perspective of the learners. Hence, a qualitative method was used because it enabled existential insights into the learning experience and privileged the voices of the participants. A hermeneutic phenomenological method was considered suitable because of its emphasis on understanding the lived experience of people. The research found that participants wholeheartedly believed in the worth of the learning they were undertaking. They felt that the outcomes from learning would lead to greater opportunity for participation in their lifeworld. Without computer skills and knowledge they believed they would be ignored and relegated to a peripheral position as observers in their lifeworld. Their purposes and expectations in undertaking learning were situated in the changing nature of the world and a desire to continue to live their lives authentically, as participants and not spectators. Learning for the people in the study provoked both ontological and existential questions that demanded answers. The author believes that the findings from this particular research could be used to inform other studies involving both adult learners and lifelong learning.
dc.language No
dc.publisher Taylor & Francis Inc
dc.relation.hasversion Accepted manuscript version en_US
dc.rights This is an electronic version of an article published in Russell Helen 2007, 'Learning for being: an ontological and existential approach'. International Journal of Lifelong Education Volume 26, Issue 4, 2007 pages 363-384. International Journal of Lifelong Education is available online at http://www.tandfonline.com/doi/abs/10.1080/02601370701417137 en_US
dc.title Learning for being: an ontological and existential approach
dc.type Journal Article
dc.parent International Journal of Lifelong Education
dc.journal.volume 4
dc.journal.volume 26
dc.journal.number 4 en_US
dc.publocation London, UK en_US
dc.identifier.startpage 363 en_US
dc.identifier.endpage 384 en_US
dc.cauo.name FASS.Faculty of Arts and Social Sciences en_US
dc.conference Verified OK en_US
dc.for 1301 Education Systems
dc.personcode 024113
dc.percentage 100 en_US
dc.classification.name Education Systems en_US
dc.classification.type FOR-08 en_US
dc.edition en_US
dc.custom en_US
dc.date.activity en_US
dc.location.activity en_US
dc.description.keywords NA en_US
dc.description.keywords NA
dc.description.keywords NA
dc.description.keywords NA
dc.description.keywords NA
pubs.embargo.period Not known
pubs.organisational-group /University of Technology Sydney
pubs.organisational-group /University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group /University of Technology Sydney/Strength - Research in Learning and Change
utslib.copyright.status Open Access
utslib.copyright.date 2015-04-15 12:23:47.074767+10


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