Measuring–and Engendering–Lifelong Learning Readiness

摘要: At the end of the day, a learner or student needs to be able learn and to master what is needed. Students in face-to-face learning situations are generally assumed to have more direct access to support with regards to their learning strategies and habits, but indications are that it does not happen. At school, students are often merely coached to pass, and at institutions of higher learning, students are expected to be able to learn independently. Distance education students are usually studying on their own, having to learn without peer and even institutional support. For these reasons, the ability to learn, and especially to know, have, and use life-long learning habits and strategies, are crucial. This paper reports on the development and viability of a questionnaire designed to assess the learning readiness of learners, based on what reputable research has shown to be effective and ineffective learning strategies and habits. The goal of the questionnaire is firstly to assess their levels of competency, but eventually to assist learners in acquiring, mastering and using the strategies and habits necessary to handle a rapidly changing world. The questionnaire was piloted on a small (n= 31) student sample from a university in Russia, with more pilots underway in China, Mauritius and South Africa. The paper concludes by presenting the preliminary results obtained.