Lifelong, lifewide learning for the new abnormal and how digital fits

References

• Beighton, C. (2021). Biopolitics and lifelong learning: The vitalistic turn in English further education discourse. International Journal of Lifelong Education, 40(3), 229–243. https://doi.org/10.1080/02601370.2021.1946863
   Web of Science ®Google Scholar
• Block, P., Pereira, Mello, A. G. D., Sakellariou, D., & Sakellariou, D. (2021). Introduction to the special issue: Disability and covid-19. Disability Studies Quarterly, 41(3), Article 3. https://doi.org/10.18061/dsq.v41i3.8440
   Google Scholar
• Boshier, R. (2018). Learning cities: Fake news or the real deal? International Journal of Lifelong Education, 37(4), 419–434. https://doi.org/10.1080/02601370.2018.1491900
   Web of Science ®Google Scholar
• CAST. (2018). Universal design for learning guidelines version 2.2. https://udlguidelines.cast.org/
   Google Scholar
• Cooke, B., Jotham, D., Neale, A., & Phillips, R. (1987). The Newlink project. International Journal of Lifelong Education, 6(3), 241–249. https://doi.org/10.1080/0260137870060306
   Google Scholar
• De Bruijn, H. F. M. (1993). Computer-aided learning for adults: A new approach. International Journal of Lifelong Education, 12(4), 303–312.
   Google Scholar
• Goodson, I. (2020). A historical model of educational change-I Goodson. https://www.researchgate.net/publication/344691946_A_Historical_Model_of_Educational_Change-I_Goodson
   Google Scholar
• Gorard, S., Selwyn, N., & Madden, L. (2003). Logged on to learning? Assessing the impact of technology on participation in lifelong learning. International Journal of Lifelong Education, 22(3), 281–296. https://doi.org/10.1080/02601370304845
   Google Scholar
• Hansen, L., Laursen, P. F., & Aarkrog, V. (1993). Computer training and general education. International Journal of Lifelong Education, 12(4), 313–321. https://doi.org/10.1080/0260137930120405
   Google Scholar
• Harju, V., Pehkonen, L., & Niemi, H. (2016). Serious but fun, self-directed yet social: Blogging as a form of lifelong learning. International Journal of Lifelong Education, 35(1), 2–17. https://doi.org/10.1080/02601370.2015.1124930
   Web of Science ®Google Scholar
• Holford, J., Hodge, S., Knight, E., Milana, M., Waller, R., & Webb, S. (2022b). Lifelong education research over 40 years: Insights from the. International Journal of Lifelong Education.
   Web of Science ®Google Scholar
• Holford, J., Milana, M., Webb, S., Waller, R., Hodge, S., & Knight, E. (2022a). Shaping the field of lifelong education through three critical debates in the international journal of lifelong education. International Journal of Lifelong Education. https://doi.org/10.1080/02601370.2022.2160020
   Web of Science ®Google Scholar
• Howarth, J. P., D’Alessandro, S., Johnson, L., & White, L. (2016). Learner motivation for MOOC registration and the role of MOOCs as a university ‘taster’. International Journal of Lifelong Education, 35(1), 74–85. https://doi.org/10.1080/02601370.2015.1122667
   Web of Science ®Google Scholar
• Ivenicki, A. (2021). COVID-19 and multicultural education in Brazil. Perspectives in Education, 39(1), 231–241. https://doi.org/10.18820/2519593X/pie.v39.i1.14
   Google Scholar
• James, D. T. D., Gibson, F., McAuley, G., & McAuley, J. (1996). Introducing older learners to information technology through life history writing. International Journal of Lifelong Education, 15(1), 50–58. https://doi.org/10.1080/0260137960150106
   Google Scholar
• Jotham, R. W. (1996). Part 2: NewLink as an example of polymerous autogogy: The learning organisation paradigm applied to the reality of the development of groups suffering from social exclusion. International Journal of Lifelong Education, 15(3), 150–166. https://doi.org/10.1080/0260137960150302
   Google Scholar
• Khan, S., & Huremović, D. (2019). Psychology of the pandemic. In D. Huremović (Ed.), Psychiatry of Pandemics (pp. 37–44). Springer.
   Google Scholar
• Knowles, M. (1973). The adult learner: A neglected species. Gulf Publishing Company, P. https://eric.ed.gov/?id=ED084368
   Google Scholar
• Kodesh, S. (1997). Lifelong education in Jewish sources: Principles and methods. International Journal of Lifelong Education, 16(6), 535–549. https://doi.org/10.1080/0260137970160606
   Google Scholar
• Lee, J., Chin, M., & Sung, M. (2020). How has COVID-19 changed family life and well-being in Korea? Journal of Comparative Family Studies, 51(3–4), 301–313. https://doi.org/10.3138/jcfs.51.3-4.006
   Web of Science ®Google Scholar
• Lido, C., Osborne, M., Livingston, M., Thakuriah, P., & Sila-Nowicka, K. (2016). Older learning engagement in the modern city. International Journal of Lifelong Education, 35(5), 490–508. https://doi.org/10.1080/02601370.2016.1224037
   Web of Science ®Google Scholar
• Luik, P., Lepp, M., Feklistova, L., Säde, M., Rõõm, M., Palts, T., Suviste, R., & Tõnisson, E. (2020). Programming MOOCs – Different learners and different motivation. International Journal of Lifelong Education, 39(3), 305–318. https://doi.org/10.1080/02601370.2020.1780329
   Web of Science ®Google Scholar
• Meyers, R. (2017). Disadvantaged older jobseekers and the concept of bounded agency. International Journal of Lifelong Education, 36(3), 292–307. https://doi.org/10.1080/02601370.2016.1241310
   Web of Science ®Google Scholar
• Miklaucic, M., & Gupta, A. (2021). Welcome to the New Abnormal. Prism, 9(4), 2–5.
   Google Scholar
• Milana, M., Hodge, S., Holford, J., Waller, R., & Webb, S. (2021). A year of COVID-19 pandemic: Exposing the fragility of education and digital in/equalities. International Journal of Lifelong Education, 40(2), 111–114.
   Web of Science ®Google Scholar
• News, U. N. (2022, September 14). The end of the COVID-19 pandemic is in sight: WHO. https://news.un.org/en/story/2022/09/1126621
   Google Scholar
• Nylander, E., Fejes, A., & Milana, M. (2022). Exploring the themes of the territory: A topic modelling approach to 40 years of publications in International Journal of Lifelong Education (1982–2021). International Journal of Lifelong Education, 41(1), 27–44. https://doi.org/10.1080/02601370.2021.2015636
   Web of Science ®Google Scholar
• Oliver, M. (1996). Understanding disability from theory to practice. St Martin’s Press. https://doi.org/10.1007/978-1-349-24269-6
   Google Scholar
• Rangraz, M., & Pareto, L. (2021). Workplace work-integrated learning: Supporting industry 4.0 transformation for small manufacturing plants by reskilling staff. International Journal of Lifelong Education, 40(1), 5–22. https://doi.org/10.1080/02601370.2020.1867249
   Web of Science ®Google Scholar
• Reneland-Forsman, L. (2018). ‘Borrowed access’ – The struggle of older persons for digital participation. International Journal of Lifelong Education, 37(3), 333–344. https://doi.org/10.1080/02601370.2018.1473516
   Web of Science ®Google Scholar
• Rumble, G. (2001). Re-inventing distance education, 1971-2001. International Journal of Lifelong Education, 20(1–2), 31–43. https://doi.org/10.1080/02601370010008246
   Google Scholar
• Russell, H. (2007). Learning for being: An ontological and existential approach. International Journal of Lifelong Education, 26(4), 363–384. https://doi.org/10.1080/02601370701417137
   Google Scholar
• Smith, R. O. (2010). The epistemic challenges, trust and the online collaborative group. International Journal of Lifelong Education, 29(1), 21–44. https://doi.org/10.1080/02601370903471262
   Google Scholar
• Swindell, R. (1997). U3As in Australia and New Zealand: Their value to the wider community, and new directions for future developments. International Journal of Lifelong Education, 16(6), 474–490. https://doi.org/10.1080/0260137970160602
   Google Scholar
• Swindell, R. (2002). U3A Online: A virtual university of the third age for isolated older people. International Journal of Lifelong Education, 21(5), 414–429. https://doi.org/10.1080/02601370210156727
   Google Scholar
• Waller, et al., (2020).
   Google Scholar
• Webb, S., Hodge, S., Holford, J., Milana, M., & Waller, R. (2022). Aligning skills and lifelong learning for human-centred sustainable development. International Journal of Lifelong Education, 41(2), 127–132. https://doi.org/10.1080/02601370.2022.2057167
   Web of Science ®Google Scholar
• Wheelahan, L., & Moodie, G. (2022). Gig qualifications for the gig economy: Micro-credentials and the “hungry mile”. Higher Education, 83(6), 1279–1295.
   PubMed Web of Science ®Google Scholar
• Youde, A. (2018). Andragogy in blended learning contexts: Effective tutoring of adult learners studying part-time, vocationally relevant degrees at a distance. International Journal of Lifelong Education, 37(2), 255–272. https://doi.org/10.1080/02601370.2018.1450303
   Web of Science ®Google Scholar
• Zacharakis, J., Tolar, M., & Collins, R. A. (2014). The political economy of growing a rural university in the USA using online education: An examination of incentives for educational imperialism and academic capitalism. International Journal of Lifelong Education, 33(4), 440–454. https://doi.org/10.1080/02601370.2013.857732
   Google Scholar