International Journal on New Trends in Education and Their Implications (IJONTE)

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1 International Journal on New Trends in Education and Their Implications (IJONTE) July, 2015 Volume: 6 Issue: 3 ISSN

2 July 2015 Volume: 6 Issue: 3 ISSN Contact Addresses Prof. Dr. Zeki Kaya, Gazi Üniversitesi, Gazi Eğitim Fakültesi, Eğitim Bilimleri Bölümü Tenik Okullar Ankara/Türkiye E. Mail: ijonte2010@gmail.com Prof. Dr. Uğur Demiray, Anadolu Üniversitesi, İletişim Bilimleri Fakültesi, Yunusemre Kampüsü, Eskişehir/Türkiye E. Mail: ijonte2010@gmail.com Phone: Assoc. Prof. Dr. Beyhan Zabun, Gazi Üniversitesi, Gazi Eğitim Fakültesi, Tenik Okullar Ankara/Türkiye E. Mail: ijonte2010@gmail.com Assist. Prof. Dr. Ilknur Istifci, Anadolu Üniversitesi, Yabancı Diller Yüksek Okulu, İki Eylül Kampusü, Eskişehir/Türkiye E. Mail: ijonte2010@gmail.com Phone: Abstracting & Indexing International Journal on New Trends in Education and Their Implications (IJONTE) is currently indexed, abstracted and listed starting with the first issue in: i

3 July 2015 Volume: 6 Issue: 3 ISSN ii

4 July 2015 Volume: 6 Issue: 3 ISSN Sponsors Editors Prof. Dr. Zeki Kaya, Gazi University- Turkey Prof. Dr. Ugur Demiray, Anadolu University- Turkey Associate Editors Assoc. Prof. Dr. Beyhan Zabun, Gazi University- Turkey Assist. Prof. Dr. Ilknur Istifci, Anadolu University- Turkey Dr. Nazan Dogruer, Eastern Mediterranean University- TRNC Dr. Ramadan Eyyam, Eastern Mediterranean University- TRNC Dr. Ufuk Tanyeri, Ankara University- Turkey Assistant Editor Ipek Menevis, Eastern Mediterranean University- TRNC Editorial Board Prof. Dr. Ali H. Raddaoui, University of Sfax- Tunisia Prof. Dr. Abdul Hakim Juri, University of Kuala Lumpur- Malaysia Prof. Dr. Ali Murat Sunbul, Selcuk University- Turkey Prof. Dr. Ahmet Pehlivan, Cyprus International University- TRNC Prof. Dr. Ali Simsek, Anadolu University- Turkey Prof. Dr. Antoinette J. Muntjewerff, Amsterdam University- Netherlands Prof. Dr. Antonis Lionarakis, Hellenic Open University- Greece Prof. Dr. Augustyn Bańka, Nicolaus Copernicus University- Poland Prof. Dr. Boriss Misnevs, Transport and Telecommunication Institute- Latvia Prof. Dr. Charlotte Nirmalani (Lani) Gunawardena, University of New Mexico- USA Prof. Dr. Christine Howe, University of Cambridge- United Kingdom Prof. Dr. Cevat Celep, Kocaeli University- Turkey Prof. Dr. Cleborne D. Maddux, University of Nevada- USA iii

5 July 2015 Volume: 6 Issue: 3 ISSN Prof. Dr. Coskun Bayrak, Anadolu University- Turkey Prof. Dr. Danièle Moore, Simon Fraser University- Canada Prof. Dr. Emine Demiray, Anadolu University- Turkey Prof. Dr. Erol Yildiz, Alpen-Adria University- Austria Prof. Dr. Esmahan Agaoglu, Anadolu University- Turkey Prof. Dr. Francis Glasgow, Guyana University- South America Prof. Dr. Gonca Telli Yamamoto, Okan University- Turkey Prof. Dr. Gul Nurgalieva, Joint-stock company,"national Center of Information"- Kazakhstan Prof. Dr. Harold Bekkering, University of Nijmegen- Netherlands Prof. Dr. H. Ferhan Odabasi, Anadolu University- Turkey Prof. Dr. Heli Ruokamo, University of Lapland- Finland Prof. Dr. I. Hakki Mirici, Hacettepe University- Turkey Prof. Dr. Jim Flood, Open University- United Kingdom Prof. Dr. Jozef Gašparík, Slovak University of Technology in Bratislava- Slovakia Prof. Dr. Kiyoshi Nakabayashi, Kumamoto University- Japan Prof. Dr. K. M. Gupta, Motilal Nehru National Institute of Technology- India Prof. Dr. Liliana Ezechil, University of Piteşti- Romania Prof. Dr. Manuel Alberto M. Ferreira, Lisbon University Institute- Portugal Prof. Dr. Marie J. Myers, Queen's University- Canada Prof. Dr. Mehmet Durdu Karsli, Çanakkale Onsekiz Mart University- Turkey Prof. Dr. Mehmet Kesim, Anadolu University- Turkey Prof. Dr. Meral Aksu, Middle East Technical University- Turkey Prof. Dr. Min Jou, National Taiwan Normal University- Taiwan Prof. Dr. Modafar Ati, Abu Dhabi University- United Arab Emirates Prof. Dr. Mohamed Abolgasem Artemimi, Zawia Engineering College- Libya Prof. Dr. Mufit Komleksiz, Cyprus International University- TRNC Prof. Dr. Mustafa Cakir, Anadolu University- Turkey Prof. Dr. Nedim Gurses, Anadolu University- Turkey Prof. Dr. Paul Kawachi, Bejing Normal University- China Prof. Dr. Ramesh C. Sharma, Indira Gandhi National Open University- India Prof. Dr. Richard C. Hunter, University of Illinois at Urbana-Champaign- USA Prof. Dr. Roberta E. (Bobby) Harreveld, Queensland University- Australia Prof. Dr. Rozhan M. Idrus, School of Distance Education, University Sains- Malaysia Prof. Dr. Santosh Panda, Indira Gandhi National Open University- India Prof. Dr. Selahattin Gelbal, Hacettepe University- Turkey Prof. Dr. Sharif H. Guseynov, Transport and Telecommunication Institute- Latvia Prof. Dr. Tamar Lominadze, Georgian Technical University- Georgia Prof. Dr. Tanja Betz, Goethe University- Germany Prof. Dr. Tony Townsend, University of Glasgow- United Kingdom Prof. Dr. Valentina Dagiene, Institute of Mathematics and Informatics- Lithuania Prof. Dr. Xibin Han, Tsinghua University- China Prof. Dr. Yavuz Akpinar, Bogaziçi University- Turkey Prof. Dr. Yoav Yair,The Open University of Israel- Israel Prof. Dr. Yuksel Kavak, Hacettepe University- Turkey Assoc. Prof. Dr. Carlos Machado, Vrije University- Belgium Assoc. Prof. Dr. Danny Bernard Martin, University of Ilinois at Chicago- USA Assoc. Prof. Dr. Demetrios G. Sampson, University of Piraeus- Greece Assoc. Prof. Dr. Irfan Yurdabakan, Dokuz Eykul University- Turkey Assoc. Prof. Dr. Natalija Lepkova, Vilnius Gediminas Technical University- Lithuania Assoc. Prof. Dr. Nigel Bagnall, The University of Sydney- Australia iv

6 July 2015 Volume: 6 Issue: 3 ISSN Assoc. Prof. Dr. Ozgen Korkmaz, Mevlana University- Turkey Assoc. Prof. Dr. Piet Kommers, University of Twente- Netherlands Assoc. Prof. Dr. Rositsa Doneva, Paisii Hilendarski University of Plovdiv- Bulgaria Assoc. Prof. Dr. S. Raja, ASL Pauls College of Engineering and Technology- India Assoc. Prof. Dr. Shivakumar Deene, Karnataka State Open University- India Assoc. Prof. Dr. Steve Wheeler, University of Plymouth- United Kingdom Assist. Prof. Dr. Katherine Sinitsa, International Research and Training Center- Ukrania Assist. Prof. Dr. Roxana Criu, Cuza University- Romania Assist. Prof. Dr. Zdena Lustigova, Charles University- Czech Republic Dr. Carmencita L. Castolo, Polytechnic University- Philippines Dr. Hisham Mobaideen, Mu'tah University- Jordan Dr. Simon Stobart, University of Teesside- United Kingdom v

7 July 2015 Volume: 6 Issue: 3 From Editors ISSN Dear IJONTE Readers, International Journal on New Trends in Education and Their Implications- IJONTE appears on your screen now as Volume 6, Number 3. In this issue it publishes 20 articles. And this time, 35 authors from 9 different countries are placed. These are Bangladesh, Czech Republic, Namibia, Serbia, Slovenia, Taiwan (ROC), United Kingdom, Turkey and USA. Our journal has been published for over five years. It has been followed by many people and a lot of articles have been sent to be published. 342 articles have been sent to referees for forthcoming issues. They will be published according to the order and the results. Articles are sent to referees without names and addresses of the authors. The articles who get positive responses will be published and the authors will be informed. The articles who are not accepted to be published will be returned to their authors. We wish you success and easiness in your studies. Cordially, 1 st July, 2015 Editors Prof. Dr. Zeki KAYA, Gazi University, Ankara- TURKEY Prof. Dr. Ugur DEMIRAY, Anadolu University, Eskisehir- TURKEY Assoc. Prof. Dr. Beyhan ZABUN, Gazi University, Ankara- TURKEY Assist. Prof. Dr. Ilknur ISTIFCI, Anadolu University, Eskisehir- TURKEY vi

8 July 2015 Volume: 6 Issue: 3 Contents ISSN ARTICLES...vi 01. CHALLENGES AND BARRIERS IN IMPLEMENTING LIFELONG LEARNING IN DEVELOPING COUNTRIES Prof. Dr. Ali YAZICI, Prof. Dr. Alipaşa AYAS- TURKEY TEACHERS AND STUDENTS AWARENESS LEVEL OF THEIR ROLES IN DISTANCE EDUCATION Canan DEVECI- TURKEY IMPLEMENTATION OF FOSTERING GIFTEDNESS IN SCIENCE TEACHER TRAINING Assoc. Prof. Dr. Josef TRNA, Assist. Prof. Dr. Eva TRNOVA- CZECH REPUBLIC DESIGNING PCM INSTRUCTION BY USING ASSURE INSTRUCTIONAL DESIGN MODEL Res. Assist. Bünyamin BAVLI, Assoc. Prof. Dr. Yavuz ERİŞEN- TURKEY SCHOOL ADMINISTRATORS OPINIONS OF THEIR MULTIPLE INTELLEGENCE AREAS LEVELS Assist. Prof. Dr. Celal GÜLŞEN, PhDc. Mehmet DEMİR- TURKEY RATIONAL LEARNING IN THE CONTEXT OF SCHOOL (NON) SUCCESS Assoc. Prof. Dr. Bisera JEVTIĆ, Assist. Prof. Dr. Vesna LJ. MINIĆ, Assist. Prof. Dr. Marija JOVANOVIĆ- SERBIA A STUDY ON ENGLISH PREPARATORY PROGRAM STUDENTS USE AND ACCEPTANCE OF MOBILE PHONES Assoc. Prof. Dr. Murat HISMANOGLU, Assist. Prof. Dr. Yuksel ERSAN, Ress. Assist. Rasit COLAK- TURKEY THE EFFECT OF MUSIC EDUCATION ON THE EMPATHY OF MEDICAL STUDENTS Assist. Prof. Dr. Yüksel PİRGON TURKEY RELATIONS BETWEEN CERTAIN TYPES OF MOTIVATION AND SELF-ORIENTATION Kristina RANĐELOVIĆ, Dr. Dušan TODOROVIĆ SERBIA LEARNING ASSESSMENT IN A SELF LEARNING MATERIAL Prof. Dr. Mohammad Habibur RAHMAN- BANGLADESH CONTEXT AWARE UBIQUITOUS LEARNING MILIEUS IN DISTANCE LEARNING Res. Assist. Hakan KILINC, Prof. Dr. T. Volkan YUZER- TURKEY DISTANCE EDUCATION UNDERGRADUATE STUDENTS' EXPERIENCES OF PROJECT WORK SUPERVISION IN NAMIBIA Dr. Nchindo Richardson MBUKUSA- NAMIBIA COMPETITIVENESS AND MOTIVATION FOR EDUCATION AMONG UNIVERSITY STUDENTS Prof. Dr. Darja KOBAL GRUM, Assist. Prof. Dr. Bojan GRUM- SLOVENIA DISTANCE LANGUAGE LEARNING: STUDENTS VIEWS OF CHALLENGES AND SOLUTIONS PhDc. Rahmat BUDIMAN- UNITED KINGDOM.137 vii

9 July 2015 Volume: 6 Issue: 3 Contents ISSN ITOUYING: A SERIOUS GAME FOR LEARNING ORTHOGRAPHIC PROJECTION Ming-Hung CHU, Prof. Dr. Tay-Sheng JENG, Prof. Dr. Chien-Hsu CHEN - TAIWAN (ROC) INTERNATIONAL STUDENT SATISFACTION OF ANTALYA INTERNATIONAL UNIVERSITY STUDENTS Engin ÖZTÜRK, Assoc. Prof. Dr. İbrahim Halil ÇANKAYA- TURKEY A CLASSIFICATION OF STUDENT SKILLS AND COMPETENCIES IN OPEN AND DISTANCE LEARNING Ela AKGÜN ÖZBEK TURKEY PERSPECTIVES OF FOREIGN STUDENTS TOWARDS DISTANCE EDUCATION Assist. Prof. Dr. Mustafa COŞAR- TURKEY THE ANALYSIS OF LEARNING MODALITY OF MUSIC TEACHER CANDIDATES Assist. Prof. Dr. Ezgi BABACAN- TURKEY IS LEARNING EFFECTIVE WITH SOCIAL NETWORKS? LET S INVESTIGATE! PhDc. Nil GÖKSEL CANBEK- TURKEY, Prof. Dr. Jace HARGIS- USA viii

10 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN CHALLENGES AND BARRIERS IN IMPLEMENTING LIFELONG LEARNING IN DEVELOPING COUNTRIES Prof. Dr. Ali YAZICI Atilim University Ankara- TURKEY Prof. Dr. Alipaşa AYAS Bilkent University Ankara- TURKEY ABSTRACT Knowledge took 1,750 years to double for the first time, counting from the start of the Christian era; and it is projected that by 2020 knowledge will double every 73 days. Humanity faces a new challenge in coping with this rapid change in knowledge and consequently, adopting himself/herself to this directly affected society. Lifelong Learning (LLL) seems to be the only tool to satisfactorily reply to this challenge. This article aims at discussing the main issues in LLL including Recognition of Prior Learning (RPL), using the approach in the European Union countries. In addition, challenges in Turkey s recently completed European Union (EU) project Promoting LLL in Turkey are discussed. Based on these cases a roadmap and a set of recommendations for LLL in developing countries are given. Key Words: Life Long Learning, LLL, e-learning, RPL, Distance Education, Models of LLL. INTRODUCTION LLL is defined as all learning activities undertaken throughout life with the aim of improving knowledge, skills and competences, within a personal, civic and social and/or employment-related perspective (MEGEP, 2006). Learning process can take three different forms: formal, informal and non-formal learning. Formal learning takes place, in most cases, in school settings where there is a curriculum and a sequence of planned teaching and learning activities are carried out with students at a certain age at primary and secondary stages. Nonformal learning is undertaken in a certain environment with a curriculum and planned activities but the age of participants may be quite different. There can be very young and even very old participants taking the same activity or course together to have a new skill. Informal learning occurs in cases where there is no pre-defined curriculum and activities on paper. It can happen during the daily life conditions. In other words, Informal learning occurs as a natural outcome of everyday work, community based activities and everyday life experiences. That is to say, we are constantly learning regardless of time and place. The idea of LLL was introduced by UNESCO about 50 years ago. In 1996, the OECD Education Ministers agreed to develop strategies for lifelong learning for all. Policy-makers in many OECD countries are now and have been trying to develop strategies to use all the skills gained from cradle to grave (OECD, 2014). LLL covers all modes of learning throughout life: formal, non-formal or informal. At first LLL as a policy concept belonged only to the most developed countries around the world. In the last two-three decades it has a widening acceptance and area that something has to be done in developing and less developed country contexts. For example, a middle income country like Turkey spent major efforts for transformation of society as well as the skills of individuals. Bangladesh is an example among less developed countries which spent considerable time and effort for LLL (Arthur, 2009). OECD, despite its name and charter about economic development, takes a keen practical and applied interest in LLL to establish among its members a wider social inclusion, social capital and equity dimension (OECD, 2007). It is often believed that lifelong learning if undertaken seriously it has direct economic impact to the development of country. 1

11 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN This paper will address some of the key issues in lifelong learning. In the next section basic concepts in LLL is discussed and the need for LLL is emphasized followed by an overview of LLL in Europe. Then, the fundamental components of a LLL system are outlined. EU project on Promoting Lifelong Learning in Turkey and its implementation strategy is given. The main issues in Recognition of Prior Learning are discussed next. Challenges in the implementation of the project are summarized followed by a section giving a roadmap for designing LLL in developing countries. Some concluding remarks are made in the final section. LLL CONCEPTS Knowledge took 1,750 years to double for the first time, counting from the start of the Christian era; and it is projected that by 2020 knowledge will double every 73 days (Bernheim and Chaui, 2003). Humanity faces a new challenge in coping with this rapid change in knowledge and consequently, adopting himself/herself to this directly affected society. Knowledge, also known as accumulated, analyzed and digested data/information, needs to be organized, stored, managed and utilized efficiently and effectively for its proliferation and for the well-being of humanity. LLL seems to be the only tool to answer to these challenges. LLL is defined as all learning activities undertaken throughout life with the aim of improving knowledge, skills and competences, within a personal, civic and social and/or employment-related perspective (MEGEP, 2006). LLL is not only a matter of economic necessity and, access to it is also essential for inclusion [5]. Basic literacy and basic IT and communication skills are often no longer sufficient for a better career, and as a result citizens with only basic skills are at increasing risk of social exclusion. Strengthening LLL within the system of education and training can support the people in rural areas, those individuals without literacy skills, people without an education, children and adults with special educational needs, and those without work and so on to gain the skills and/or qualifications they require for a more productive and fulfilled lives. LLL Education/Training is implemented in one of the three forms, namely, formal, non-formal and informal education. The formal education refers to the education in the schools leading to a diploma, the non-formal education refers to the education/training most of the time leading to a diploma and/or qualification recognized by the related establishments, and finally, the last one is the education/training inquired by the people for self-satisfaction, career change, and hobby and so on. In Table 1 below, this classification is elaborated. Table 1: Forms of LLL Education Place Organized by Diploma/Certificate Formal Schools Public/Private Sector Diploma Non-formal Schools, establishments, training centers Public/Private (national, international) sector Diploma/Certificate Informal Home, establishments, training centers Municipalities, private sector Possible LLL SYSTEM COMPONENTS In the developing countries LLL activities are conducted in an ad hoc manner in which LLL education and training programs are widespread and conducted in an unorganized fashion. Moreover, the majority of the citizens are unaware of such activities run by the municipalities, NGOs, universities and so on. Consequently, for a successful implementation of LLL, a system needs to be established within a country which plans and coordinates set of activities of public and private organizations. The aim of the system must be to set up effective processes of planning and coordination to support individual learner to access the learning opportunities they need in their lives (Project for Promoting LLL in Turkey). 2

12 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN Such a system should include the following interrelated components: Policy and legislation Strategies and action plans Courses and course providers Trainers Recognition of Prior Learning (RPL) and certification Guidance and counseling Research Information and support Each of these components is equally important for the design and implementation of a LLL system. LLL IN EUROPEAN UNION The European Commission (EC) issued a Memorandum of Lifelong Learning in 2000 which provides a set of strategies for implementing lifelong learning in Europe. In 2001, a plan of action was published (European Commission, 2001) to help countries modernize their LLL systems. The priorities for developing lifelong learning systems were identified by the EC (EC, 2002) as: Providing access to lifelong learning opportunities for all, regardless of age, including specific actions aimed at the most disadvantaged persons, those not participating in education and training, as well as migrants, as a means of facilitating their social integration Providing opportunities to acquire and/or update basic skills, including the new basic skills, such as IT skills, foreign languages, technological culture, entrepreneurship and social skills The training, recruitment and updating of teachers and trainers for the development of lifelong learning The effective validation and recognition of formal qualifications as well as non-formal and informal learning, across countries and educational sectors through increased transparency and better quality assurance The high quality and broad accessibility of target group specific information, guidance and counselling concerning lifelong learning opportunities and their benefits Encouraging the representation of relevant sectors, including the youth sector, in existing or future networks and structures, working in this area. The 2001 plan of action was revised in 2009, and adopted the Strategic Framework for European Cooperation in Education and Training (EC, 2009). It sets four objectives for LLL in Europe: Making lifelong learning and mobility a reality Improving the quality and efficiency of education and training Promoting equity, social cohesion and active citizenship Enhancing creativity and innovation, including entrepreneurship, at all levels of education and training. A set of seven (EC, 2012) benchmarks have also been developed and countries are monitored in terms of progress towards these. The aim is that these targets are to be reached by 2020: 1. At least 95% of children between 4 years old and the age for starting compulsory primary education should participate in early childhood education 2. The share of 15 year olds with insufficient reading, mathematics and science should be less than 15% 3. The share of early leavers from education and training should be less than 10% 4. The share of year olds with tertiary educational attainment should be at least 40% 5. An average of at least 15% of adults (age group 25 to 64) should participate in lifelong learning 6. At least 20% of higher education graduates and 6% of year olds with an initial VET qualification should have had a period of study or training abroad 7. The share of employed graduates (20-34 years old) having left education and training no more than three years before the reference year should be at least 82% 3

13 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN As part of its commitment to LLL, the EU adopted the European Framework for Key Competences for Lifelong Learning. The framework defines eight key competences that citizens require for their personal fulfillment, social inclusion, active citizenship, and employability in the EU s knowledge based society as follows (EU, 2006): 1. Communication in the mother tongue 2. Communication in foreign languages 3. Mathematical competence and basic competences in science and technology 4. Digital competence 5. Learning to learn 6. Social and civic competences 7. Sense of initiative and entrepreneurship 8. Cultural awareness and expression Within the context of the Europe 2020 Strategy and its commitment to strengthening systems for lifelong learning, the EU defined a renewed European agenda for adult learning (EU, 2011). In Figure 1 below, percentage of population aged participating in LLL is shown in the year From this figure, one can easily depict that about 50% of the EU 27 countries is above the EU 27 average of 10 percent and the rest is below the average participation rate. And, the high participation rates in the Scandinavian countries are noticed. For EU to be successful in LLL all of the member states should perform equally well in order to ease the mobility and RPL issues among themselves. Figure 1: Percentage of population aged participating in LLL (2013) ( ) CHALLENGES IN THE TURKEY S LLL PROJECT Project for Promoting LLL in Turkey (Draft Policy Paper, 2012) made a huge impact to set a target of achieving adult learning participation rates of 8% (from 2.6% in 2012) by Achieving this goal will require the involvement of all stakeholders in the lifelong learning system including public and private providers, NGOs and foundations, enterprises, worker organizations and employer bodies. Turkey and other developing countries faces a number of challenges that must be addressed if an effective LLL system is to be developed. These include the need for: Greater public awareness of LLL Improved coordination and governance of LLL 4

14 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN Improved data on lifelong learning and better monitoring and evaluation Improved career guidance A national qualifications framework to support LLL Improved quality assurance of delivery of LLL A system for recognition of prior learning (RPL) Adequate and effective financing of lifelong learning Improved linkages between education and work Improved levels of school attainment to create solid foundations for lifelong learning EU member states are encouraged to develop national LLL strategies in which they define priorities for action that will lead to improvements in the lifelong learning system and help progress towards meeting the EU benchmarks. In Turkey, the National Strategy for Lifelong Learning was developed in 2013 and is currently being implemented (Ministry of Education, 2014). The Strategy includes actions in all parts of the education system to improve the performance of the system and address the challenges identified above. The strategy also includes several activities to strengthen the non-formal education and vocational training system and to improve its quality. The development of a LLL system is essential for Turkey s economic and social development. Turkey is pursuing a course of development aligned with EU policy and set out in the National Strategy. For this purpose, as stated in the strategic plan, the priorities should be given and policies should be set out for the following issues: Increasing LLL culture and awareness within the society Increasing LLL opportunities and provision Increasing access to LLL opportunities LLL guidance and counselling Monitoring and evaluation of LLL activities RPL RPL IMPLEMENTATION RPL describes a process used by institutions offering education to public (e.g. adult learning centers, human resource professionals, employers, training institutions, colleges and universities) to evaluate skills and knowledge and competencies acquired by a person from any learning platform. In other words, RPL is process through which knowledge, skills and competencies can be recognized regardless of where they were acquired (Lenaghan, 2014). RPL is conducted under national vocational education and training systems since the late 1980s and continues to evolve as different VET systems evolve in Europe and around the world (Lafont and Pariat, 2012). RPL allows people to demonstrate that they are capable of undertaking specific tasks or working in certain industries based on evidence of skills and knowledge gained throughout their life. RPL is a criterion-referenced assessment because skills and knowledge are assessed against a certain criteria. Each vocation or a specific skill for a job is described before and it is used as a standard or learning outcome to be achieved as a result of the learning or training activity for testing or assessment. RPL is a new form of certification in Turkey as it is the case for most of the developing countries. Therefore promotion and awareness raising are two required actions to increase public awareness and understanding of RPL. A promotion campaign need to be implemented to explain what RPL is, how it works, where people can access RPL services, where they can get more information about RPL, and the opportunities that RPL may offer. This type of campaign will hopefully make the public become aware of the opportunities gained through an effective implementation of RPL (Draft Policy Paper, 2012). There are many benefits to RPL. For learners, formal recognition of existing knowledge and skills may mean that learners do not have to spend more time going through training for things they already know and can do. Formal recognition for existing knowledge and skills can also improve adults opportunities in the labour 5

15 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN market. Certificates gained through RPL may enable entry to further learning, and the RPL process itself can be valuable in identifying key gaps in knowledge and skill that need to be addressed. To implement an RPL system Voc-Test Centres has to be established. The first step after establishment of Voc- Test Centres is the determination of competencies as part of learning outcomes described in qualifications, and the second is the establishment of systems to register RPL assessors and RPL advisers. RPL also has benefits for the lifelong learning system as it can contribute to more efficient use of the resources. For example, employers would not have to train people who already have required knowledge and skills, and providers can adapt training programmes to respond to actual skills gaps. A ROADMAP FOR A SUCCESSFUL LLL IMPLEMENTATION A successful implementation of LLL will be required to overcome the challenges listed in Section 4 above. However, before this step a wider acceptance and awareness of LLL in public need to be established. As seen in Figure 1 there is wide discrepancies among the EU countries in terms of participating LLL activities between ages The U.S. data, however, showed higher participation rate than EU countries in the past decades. The participation rate in the US is about 46 percent of adults who had enrolled in a course during the preceding twelve months, an increase from 32 percent in 1991(Bond 2015). That shows how the development level of a country is related participation rate to LLL activities. It is obvious that there is no universal strategy in implementing LLL for every country. That is to say, there is a clear need for each country to develop their own way to deal with issues in LLL implementation. However, there are four common steps to be taken as suggested in the literature (Bengtsson, 2013): Governments, social partners, civic society, and the education and research communities should establish a close cooperation A common roadmap should be accepted by all relevant stakeholders An adequate provision of Basic Skills training (BST) for adults especially for those with low qualifications should be provided A set of indicators need to be developed to track the implementation of LLL Based on above ideas a roadmap for an effective LLL implementation is necessary. Then the question to be raised is what should a LLL implementation roadmap include for developing countries in general? The following can be used as a basic model: 1. Develop a structure of LLL: To do this a close collaboration among the stake holders need to be established. In centralized educational systems this can be a unit at the capital city and sub-units can be in local areas. To develop a strategy to increase public awareness of LLL: To use mass media and social forums to introduce advantages of LLL for adults. 2. Develop a framework to be used for vocation competencies for each job or skill: To do this a unit should be established as Vocational Competency Development Unit 3. Develop a strategy for recognition of prior learning: In order to increase public participation a way should be developed for recognition. In this process test centers (Voc-test Centers) should be established as indicated above. 4. Develop an accreditation system to monitor the LLL activities: A quality management office should be established to collect data from all parts of the system and suggest alternatives for further development of LLL implementation. The above steps are not for a full establishment but rather it provides an idea for the basis of the LLL process in a country where there is a new attempt or just started actions on LLL. CONCLUSIONS LLL is a terminology used over the last five decades. It is now widely accepted by almost all countries, from developed to the least developed one. Since knowledge growth rate and its transformation into technology 6

16 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN and its inevitable effects on the society are so high, LLL approach would be unavoidable for every country. At the same time, because of the globalization upsurge, no country can stay aside from this cycle. However, as indicated above, there is no straightforward recipe for the countries to adopt in developing and implementing LLL in an effective manner. It is known that as public awareness increases about LLL activities and their benefit for finding or changing ones job from the existing to a better one; it can always positively affect better implementation of LLL in a developing country. The US and EU figures provide supportive evidences for this idea. That is the reason when a country starting to establish an LLL system, it should start rising public awareness first as Turkey did recently in the LLL project (Draft Policy, 2012). LLL, if developed with the ideas stated in Section 6 above, its beneficiaries will be able move around the globe easily and possibly develop better career opportunities in the job market. There are good examples noticed among EU countries as they developed a framework (EU, 2011) for LLL and tools for mobility within EU borders. Developing countries including the Arab States should use the experiences that the developed countries have gained during the development of a unique system. As mentioned above Arabic states still have very little progress towards a sound LLL system. Following the successful implementations in the world, a developing country can develop its own LLL system based on the existing tools, and considering the cultural and regional constraints. As a final word, we argue that the roadmap presented above could be used as pillars of a new LLL system for developing countries. The most important initial step is to establish a joint platform which includes representatives from the business market, trade unions and syndicates, municipalities, government representatives as well as educators and other key figures in the society. Such an approach will hopefully contribute to developing countries to establish and implement their own LLL system. IJONTE s Note: This article was presented at 6 th International Conference on New Trends in Education - ICONTE, April, 2015, Antalya-Turkey and was selected for publication for Volume 6 Number 3 of IJONTE 2015 by IJONTE Scientific Committee. BIODATA AND CONTACT ADDRESSES OF AUTHORS Prof. Dr. Ali YAZICI is a full-time Professor and the Chairman of the Software Engineering Department at Atilim University, Ankara, Turkey. He received BS (1972), and MS (1974) degrees in Mathematics from the Middle East Technical University (METU), Ankara, Turkey. He has completed his PhD dissertation (1983) at the Computer Science Department, Waterloo University, Canada. His research interests include Parallel Computing, Cloud Computing, Big Data, and e-topics. In the last 30 years he has been affiliated as a full-time academic staff with Middle East Technical University, TOBB University of Economics and Technology, and Atilim University (Turkey), Yarmouk University (Jordan), and Sultan Qaboos University (Oman). During his academic career, he acted as thesis supervisor of more than 30 MSc and PhD students. He is the author/co-author of more than 100 articles, books and research reports in the field of Computing and Informatics. Among many others, he is involved in Promoting Turkey s LLL EU project between as a consultant and trainer. He is a founding member of Turkish Mathematics Foundation (1990- ) and Turkish Informatics Foundation (1990). Prof. Dr. Ali YAZICI Atilim University, Department of Software Engineering Incek, Ankara- TURKEY E Mail: ali.yazici@atilim.edu.tr 7

17 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN Prof. Dr. Alipaşa AYAS is a fulltime Professor in the Graduate School of Education at Bilkent University, Ankara, Turkey. H received undergraduate degree from Karadeniz Technical University Faculty of Education in His graduate degrees are MS from Karadeniz Technical University, Master in Education (Curriculum and Instruction-science education) from University of New Brunswick, Canada and PhD in Education (Curriculum and Instruction-science education) from Southampton University, U.K. He has had administrative roles at KTU, which includes 6-year deanship in the Faculty of Education. He has involved in several research projects including National Education Development Project, Basic Education Support Project (Effectiveness of Public Education Centers), MEBGEB Project and LLL Development Project for Turkey. He was a member of Turkish National Teacher Development Committee for three years. He is head of Association for Accreditation of Education Programs in Turkey. Also, he was a member of curriculum development committee in chemistry for 2013 and material development process for chemistry at secondary level. He published over 100 articles, co-authored several books and supervised 22 PhD and 30 Master theses. Prof. Dr. Alipaşa AYAS Bilkent University, Graduate School of Education Bilkent University, Bilkent, Ankara- TURKEY E. Mail: apayas@bilkent.edu.tr REFERENCES Arthur, J. (2009). Interim Report, Recognition of Prior Learning: Mission 2. TTVET Reform Project, Bangladesh. Bengtsson, J. (2013). National strategies for implementing lifelong learning (LLL) the gap between policy and reality: An international perspective, Int Rev Educ. 59: DOI /s Bernheim, C. T. and Chaui, M. de Souza (2003). Challenges of the university in the knowledge society, five years after the World Conference on Higher Education, Unesco Forum Occasional Paper Series Paper No.4. Bond, J. (2015). Lifelong Learning - Evolution of the Lifelong Learning Movement, Implementation of Lifelong Learning, Ongoing Issues in Lifelong Learning, Conclusion. Accessed: 6 March Draft Policy Paper (2012), Project for Promoting Life Long Learning in Turkey, TR07H /001, Ministry of Labor, Turkey. EC (2009). Council Conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (ET 2020) 0J C 119, p2-10. Brussels. EC (2012). Education and Training Monitor EC: Brussels. European Commission (2001). Making a European Area of Lifelong Learning a Reality. EU (2006) Key Competences for Lifelong Learning A European Framework. Annex of the Recommendation of the European Parliament and the Council on key competences for lifelong learning published in the Official Journal of the European Union 30 December EU (2011). Council Resolution on a renewed European agenda for adult learning. Official Journal of the European Union. 2011/C 372/01) 20 December Accessed: 8 March

18 July 2015 Volume: 6 Issue: 3 Article: 01 ISSN Lafont, P. and Pariat, M. (2012) Review of the RPL in member states in Europe Last access date: 5 March, Lenaghan, M. (2014). Recognition of Prior Learning (RPL): does it provide a second chance for unemployed people? Paper presented in National Recognition of Prior Learning (RPL) Conference, 23th 26th February The South African Qualifications Authority (SAQA). MEGEP (2006). Driving Force for the Success of Turkey. Lifelong Learning Policy Paper. Ankara. October Ministry of Education (2014)., Directorate of LLL: Accessed: 7 March OECD (2007). Qualifications Systems, Bridges to Lifelong learning. OECD(2014). retrieved from Accessed: 4 March, Project for Promoting LLL in Turkey, Project Report TR07H /001. 9

19 July 2015 Volume: 6 Issue: 3 Article: 02 ISSN TEACHERS AND STUDENTS AWARENESS LEVEL OF THEIR ROLES IN DISTANCE EDUCATION Canan DEVECI Atatürk University Erzurum- TURKEY ABSTRACT In recent years, a new education technique has been applied around the world which is called Distance Education. As the education is provided by means of diverse pedagogical instruments and methods, the roles of both teachers and students change as well. The purpose of this study is to reveal the teachers and the students opinions about the roles in Distance Education. We will attempt to investigate the awareness level of both sides in terms of teachers and students. The study will be conducted at Atatürk University which has been giving Distance Education for two years and which is very new in this field. A qualitative research design will be applied and 15 lecturers and 15 students from Atatürk University will be interviewed. Given the lack of relevant literature on Distance Education in Turkish context, this study is expected to contribute to the field and inspire further studies in academic settings. Key Words: Distance education, teacher and student roles, awareness. INTRODUCTION The World is living in such an age that technology has never been so integrated in our lives before, which is called the age of technology. Students spend so much time on the net for many different purposes: surfing on the net, playing online games, following social media. The young generation especially high school and college students are the most users of this technology. As a result of this approved situation, many universities accept the need to integrate technology with the existing education program. More than a hundred years ago, the term Distance Education was used as a type of education, in which the traditional way of education was gone beyond and new styles were implemented in (Bunker 1998). In previous research, many scholars defined Distance Education (DE) in different ways: DE describes the process of education undertaken when teacher(s) and students are separated by physical distance, with teaching and learning frequently mediated by technology or assigned learning material (Butcher&Wilson-Strydom 2013; cited in Asore 2014). A planned teaching or learning experience that uses a wide spectrum of technologies to reach learners at a distance and is assigned to encourage learner interaction and certification of learning (Greenberg 1998:36; cited in Srichanyachon 2014). Educational methods that provide communication and interaction between those who plan and implement educational studies and learners in different venues through specially designed instructional units, various mediums and instructional materials from a particular center in the absence of inability to carry out in class activities due to limitations in traditional teaching methods (METU 2014, Wikipedia 2014; cited in Gülşen 2014). A general term used to cover the broad range of teaching and learning events in which the student is separated (at a distance) from the instructor or other fellow learners (Hoyle, G 2007; cited in Al-Fahad 2010). Interactive, educational process between two people, student and teacher, separated by the physical distance (Harry et al 1993: 32; cited in Isman 2004). 10

20 July 2015 Volume: 6 Issue: 3 Article: 02 ISSN The common point of these definitions is that the separation of learner and the instructor. This separation became a necessity for the faculties. Because in the last 15 or 20 years, DE as a method had a significant effect on education in many different areas (Boyle 1995). The question of Why DE? was answered under these reasons. Technological advances may seem traditional systems as insufficient and the people try to find new ways for their needs. Furthermore, the increase in computer technology makes this result inevitable (Carillo 2008). As the years pass, the target student population increase and change. For example, in the past the number of students was low and they were generally single and young; but today the number is very high and the students are married, they have jıbs and most of them can not come to school because of geographical reasons (O Malley 1999). The students especially who are physically disabled ones can learn and continue their education (Al-Fahad 2010). With the idea and application of DE, an adult learner has the power to control time, place and pace of his/her education (Galusha, 1998). Because of these above mentioned reasons and in order to answer the demands of the people, many universities apply distance education in their educational program (Solak 2014). It is also becoming a popular way with the reasons for saving time and money for both students and instructors (Kilion 1997; cited in Srichanyachon 2014). Turkey, as a developing country, has also adopted DE in the education process. In the 10 th Development Plan, it was emphasized that DE should be given great importance and be supported in order to meet the requirements (TBMM 2013; cited in Gülşen 2014). In many countries including Turkey, DE is an incomplete system of education as Dzokira and Idrus (2003) stated a same situation in Malaysia, the system is not thorough when we compare it to some countries such as UK, Australia and Canada. When the system is new, changing educational concepts takes time. When we search the history of DE in Turkey, we find out that DE is slightly a new way of education when compared to other countries. In the world, the first DE started with Stena Lessons in Boston newspaper in In Turkey, Open Learning Faculty was opened in 1981 and in the last 3 years, the number of universities giving DE increased. Therefore, today nearly %80 of the universities gives DE (Wikipedia 2014). One of the established universities in Turkey, Atatürk University started DE in 2009 in order to meet the needs of increasing number of students. Some mutual lessons through the campus are given via DE one of which is Foreign Language I, II English. The system of DE in foreign language lesson is conducted in this way: in the beginning of the academic year, the consultant instructor sends an to the students giving information about the course, exams, book and other necessary subjects. The lessons are conducted with prerecorded videos and prestructured materials prepared by language teachers. Students meet the consultant lecturers in the lesson hours which are predetermined in their weekly schedule. Teachers and students have office hour s meetings once a week. As DE exempts the students from being in a class set at a certain place and time, lesson videos are the primary materials. In addition to videos, printed materials such as books are also used and at the end of the period, the students take examinations (Al-Fahad, 2010). This kind of education process may not be suitable for everyone. As Schmidt and Gallegas (2001) (cited in Srichanyachon 2014) stated that DE is not an appropriate way to teach people who are unable to study on their own and who are not self-motivated and self-controlled. Traditional education where there is a kind of teacherstudent interaction is more suitable for these students for a better effective education. 11

21 July 2015 Volume: 6 Issue: 3 Article: 02 ISSN As we compare these two kinds of education: on one hand, some researchers say that there is almost no difference between traditional and distance education. For example; Clark (1983) and Russel (1999) (cited in Berge 2005) state that a well-designed online learning and traditional learning have slightly the same effect on students. But on the other hand, many researchers say traditional and distance education are slightly different. For example, Proctor (2002) (cited in Solak 2014) compared these two kinds in terms of classroom discussions, learning process, subject matter, emphases in the learning process, motivation, teacher s role, location of learning and lesson structure; and showed that the situations under these headings are different in both types of education. As DE is a different method from long-used traditional education, researchers agree that it also requires different roles for both teachers and students from traditional education (Aydın 2005). In order to explain the roles in general, we can say that the learners are responsible for their own learning and teachers are resources and facilitators in the practice (Dzakira et al, 2003). The main goal of the teacher is being a guide to the students. Motte (2013) emphasized that students should have an idea about when, where and how to conduct the teacher and generally the most appropriate way to communicate between teacher and the students is via . Therefore, it is necessary for the teachers to check and reply the s. Isman (2004) suggested that students have to be self-controlled, motivated and autonomous. In other words, students must have the ability or the motivation to direct their way of learning and evaluate themselves. The quality of a DE lesson is affected by several factors from both teachers and students sides. First of all, both teachers and students should be aware of what they are doing and what their roles are within the procedure. Because of the physical distance between teachers and students, students may be unaware of their responsibilities. On the other hand, teachers are the ones who must work very hard to keep the students involved in the lessons. Therefore, one can assume that the best part of the responsibility is left for the teachers (Srichanyachon 2014). Secondly, instructor issues and learner motivation are other factors. Berge (2005) researched about the factors affecting the lesson quality and found that the most important factors according to students are instructor issues, time and support for studies and learner motivation. These factors again direct the way to the factor of awareness of the roles. Because when teachers are aware, they give sufficient advice and feedback to the students, they also control the students and support them to be motivated for the courses. Thirdly, student characteristics are another important factor. Because, as we mentioned above, the main role of the student is to be an autonomous learner and control his/her own learning by means of following the syllabus, getting the lesson materials and studying them. In the light of all above mentioned situations, we can say that there is a change in the education technique and changes do not come easily. In a developing country such as Turkey, it is necessary to see how they applied DE. Because, Turkish teachers and students are accustomed to traditional kind of education in which the teacher lectures and students take notes in a typical classroom environment. In the relevant literature, the awareness about the roles of both teachers and the students has not been well researched in Turkish context. The purpose of this study is to see the teachers and the students awareness level of their roles in this new method. It is important to see the awareness level because their acceptance of DE directly affects the quality of the course. As a result, this study attempts to answer these research questions: 1. What are the teachers and the students general perceptions about DE in ELT? 2. Do the students and the teachers know their roles in DE process? 3. Do they fulfil these roles? 12