A REVIEW OF THE BASES AND SOLUTIONS TO DEFICIENCY IN THE EFFECTIVE USE OF TECHNOLOGY IN THE CREATION OF LIFELONG LEARNING IN HIGHER EDUCATION

Learners can derive many educational benefits from the use of new technology including learning topics and skills that they can only acquire in a technology-rich learning environment; new ways of learning that may be more effectively taught through technology and access to lifelong learning otherwise unavailable to student deriving from economic or geographical restrictions. However, the explosion of use of technology in education has not resulted in a clear measurable benefit to lifelong learning. Previous research has shown that in most cases technology has failed to deliver the lifelong learning benefits anticipated while other research has been able to show a strong relationship between teaching methods and technology having a positive effect. As a result, without a clearly demonstrable benefit, there is a large question over the case for promoting the use of technology in lifelong learning. In this article, we focus on the relationship between; educational activities, technology and lifelong learning and why certain configurations of these 3 components are successful while others fail. We review some related research in this area and we attempt to define the problem, its basis and the role the 3 main stakeholders of faculty members, university management and students have to play. Lifelong learning is an increasingly important part of the educational landscape and determining how lifelong learning can be best supported and facilitated by technology is integral to an effective and enjoyable experience for learners.