Towards a contemporary and comprehensive theory of learning
Bibliographic Data
| ID | 11425317 |
|---|---|
| Authors | Knud Illeris (Roskilde University, corresponding author) |
| Year | 2003 |
| Volume | 22 |
| Issue | 4 |
| Pages | 396-406 |
| Publication date | 2003-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Lifelong Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-1370 • E-ISSN: 1464-519X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02601370304837 |
| OpenAlex | W1997171699 |
| Language | EN |
| Citations received | 50 |
| References cited | 11 |
The modern concept of competence comprises not only relevant knowledge and skills, but also a range of personal qualities and the ability to perform adequately and flexibly in well-known and unknown situations. To be up-to-date, the concept of learning must be understood in the same broad sense, and therefore traditional learning theories must be revised. The theory presented is based on two fundamental assumptions. Firstly, that all learning includes two essentially different types of process, namely an external interaction process between the learner and his or her social, cultural and material environment, and an internal psychological process of acquisition and elaboration in which new impulses are connected with the results of prior learning. Secondly, that all learning includes three dimensions, namely, the cognitive dimension of knowledge and skills, the emotional dimension of feelings and motivation, and the social dimension of communication and co-operation—all of which are embedded in a societally situated context. In addition, the approach specifies four levels of learning and deals with what happens when intended learning does not occur. Inside this framework existing learning theories deal with different aspects. Thus the new theory has been constructed as a sort of umbrella, offering an overview and a structure of the landscape of learning which can be applied in both analysing and planning learning processes, both inside and outside of the educational system. The development of the theory is described in detail in my book, The Three Dimensions of Learning, which has been a bestseller in the Scandinavian countries since 1999, and which has now been published in English (Illeris 2002)
Cognitive psychology · Cognitive science · Competence (human resources · Dimension (graph theory · Epistemology · Experiential learning · Feeling · Knowledge management · Learning Sciences · Learning theory · Mathematics education · Process (computing · Situated learning · Social learning · Computer Science · Educational and Psychological Assessments · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Mathematics · Psychology · Social Psychology
Integrated science and art education for creative climate change communication
Applying a transformative learning framework to volunteer tourism
Traditional Ecological Knowledge in a Mobile World
Digital capability development in the public sector
Using SOR framework to explore the driving factors of older adults smartphone use behavior
E-Learning System Use During Emergency
The impact of perceived value and affection on Chinese residents' continuous use intention of mobile health science information
Learning Model Based on Early Psychological Development and the Constitutive Role of Relationship
Game-Based Learning and Gamification in Physical Education
Designing a Board Game to Expand Knowledge About Parental Involvement in Teacher Education
Impact of Indirect Gratitude Experience on Life Satisfaction and Perceived Social Support
Harnessing ‘play’ (beyond games) to enhance self-directed learning in VET
Disrupted and challenged learning practices
Multigrade teaching and learning
“They bought it, therefore I will buy it”
Students’ informal learning interactions in health professions education
Game‐Based Learning for Asynchronous AI Literacy Course
Understanding Europe’s skills shortage
Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education
From workers education to societal competencies
Expatriates as catalysts
Why do adults learn? Developing a motivational typology across 12 European countries
Concept mapping in the humanities to facilitate reflection
Tea culture and industry
Conditions and Consequences of Unequal Educational Opportunities in the Life Course
A Study on the Relationship Between Socialization of Blended Learning and Motivation Regulation Under Sustainable Development With Teacher Support as the Moderating Variable
Playing Fair
Learning,Identity and Self-orientation in Youth
Blended Learning
The occurrence and influence of multi-intergenerational learning among teachers
Teacher educators’ mentoring competence—commonalities and distinctions in supporting learning to teach
What makes a good mentor of in-service teacher education? —A systematic review of mentoring competence from a transformative learning perspective
Wasted on the Young? Comparing the Performance and Attitudes of Younger and Older US Adults in an Online Class on Geographic Information
What citizenship responsibility means to Botswana's young adults
Scope and quality of student participation in school
Adult education for disaster preparedness. A cluster analysis of learning strategies and training needs in Germany
Volunteering among social work students
Critiques and evolutions of transformative learning theory
From training to practice
Pushing the boundaries of self-directed learning
Soft skills assessment
The Lesotho elderly pension scheme
Theoretical models of participation in adult education
Lifelong learning and the low‐skilled
Factors Influencing Achievement in Undergraduate Social Science Research Methods Courses
Getting on board
Adult learning and social inequalities
A social learning perspective on the development of doctors in the UK National Health Service
Returns on vocational education over the life cycle
A real rollercoaster of confidence and emotions
| Unique citing works | 50 |
|---|---|
| Citations per year | 2,17 |
| Citation span | 2003 - 2026 (24) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 49 |