Learning with the Means of Media and Culture
Author(s):
Erika Juhász (presenting / submitting)
Conference:
ECER 2013
Network:
06. Open Learning: Media, Environments and Cultures
Format:
Poster

Session Information

06 SES 05.5 PS, General Poster Session

General Poster Session

Time:
2013-09-11
12:30-14:00
Room:
FUAYE
Chair:

Contribution

In our education-sociological research we wish to examine how the means of media and culture are used by learners in various regions of Hungary. In our assumption the differences between the development levels of different regions are explained by the differences of learning methods. A number of research projects concentrate on formal training and vocational training programmes, but much less attention is paid to the regional results of informal learning activities done with the help of culture and media. With a transformation of learning methods, various cultural means and assets and media play an increasingly important role in the education and learning of individuals. On our poster we intend to show the first results of our nationwide research, conducted with the support of the Hungarian Scientific Research Fund.

Method

The methodology of our research is based upon the German Learning Atlas (Deutscher Lernatlas). In that, German researchers examined the regional characteristics of studying from four aspects: formal learning, vocational training, personal learning and social activities. Our present poster deals with the dimension of ”Persönliches Lernen” (that is, personal learning). Personal learning is defined as a dimension of informal learning and general non-formal learning, which take place independently of the systems of formal education and vocational training. In this dimension, we expand the hypothesis of the German researchers, and concentrate on four major fields: - general further training courses (in Germany these are usually facilitated by the people’s colleges, but in Hungary it is a much broader terrain, and we include here all kinds of general, non-specialized adult educational courses), - participation in cultural life (in the German sample it means regular visits to museum, theatre and concerts etc., in Hungary we added visits to libraries and other cultural institutions as an indicator), - sports activities (non-professional sport), - and personal learning with the means of media (including mass media and Internet).

Expected Outcomes

These dimensions, with smaller or larger differences, have been examined in other research projects as well (e.g. Composite Learning Index (CLI) – Canada, European Lifelong Learning Indicators (ELLI) etc.). We used the results of these programmes for expanding the dimensions of the German Learning Atlas with elements relevant Hungary. The research programmes listed above also serve as a basis for comparison in the course of our research. In our first research findings we summarize, in a regional comparison, the importance of the assets and institutions of media and culture in the learning of adults. We examine the presence of various cultural insttitutions and media in the regions (institution-sociological survey), and the consumption of the services of these institutions by the general public (a survey of the customers’ attitudes). By comparing the data with the index of social-economic development of the regions, we come to education-sociological conclusions as to how learning with the means of culture and media influence the level of social and economic development of the regions concerned.

References

Juhász Erika – Csoba Judit – Márkus Edina – Szabó János Zoltán (2003): Kulturális célú civil szervezetek Debrecenben. (Cultural NPOs in Debrecen.) In: Debreceni Szemle (Debrecen Review) 11: (3) 27-51. p. Juhász Erika – Ludányi Ágnes (2008): Kompetenciák egy életen át. (Competencies in Life Long Learning) In: Pedagógusképzés (Teachers’ Education) 6: (3) 93-105. p. Juhász Erika (2002): A Felnőttoktatási Atlasz kutatás Magyarországon. (Adult Education Atlas in Hungary) In: Horváthné Bodnár M (szerk.): Partnerség az élethosszig tartó tanulásért. (Patnership in Life Long Learning) Budapest: IIZ/DVV, 2002. 85-92. p. Juhász Erika (2008): Research of the history of the hungarian adult education. In: SZÍN, Országos közművelődési folyóirat 13: (6) 18-21. p. In web: http://www.mmi.hu/szin/szin13_6_eng/13.6eng.pdf Juhász Erika (2009): A felnőttképzés irányítási és intézményrendszere. (System of Adult Education in Hungary.) In Henczi Lajos (szerk): Felnőttoktató. (Adult Edudator.) Bp., Nemzeti Tankönyvkiadó, 81-84. p. Juhász Erika (2009): A hazai felnőttképzés kialakulásának és fejlődésének történeti áttekintése. (History of Adult Education in Hungary.) In Henczi Lajos (szerk): Felnőttoktató. (Adult Educator.) Bp., Nemzeti Tankönyvkiadó, 213-217. p. Forray R. Katalin – Juhász Erika (szerk./eds): Nonformális – informális – autonóm tanulás. (Nonformal – Informal – Autonomous Learning) Debrecen, Debreceni Egyetem (Universiy of Debrecen)

Author Information

Erika Juhász (presenting / submitting)
University of Debrecen
Department of Adult Education
Debrecen

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