Interpersonal Communication Predispositions for Lifelong Learning: The Case of First Year Students

Abstract

The idea that learning continues throughout life, and cannot be confined to a particular age or place is a fact. This has led to the argument that individuals need to be active agents of their own learning. This has caused learning to be viewed as an individual attainment, with little attention to the role of interpersonal communication in advancing lifelong learning skills. With an attempt to bridge this gap, this paper focused on 205 college students’ and five professors’ thoughts on the interplay between our communication with others and lifelong learning. Considering their views as well as literature on interpersonal communication and lifelong learning, a thirty-item scale with four sub-domains was developed: learning reciprocity, perseverance, engagement with instructors, and motivation. This scale was then used with a total of ninety-two of first year students on two communication courses in the UAE. Results revealed that the students’ scores were above average, indicating their relatively developed predispositions for interpersonal communication supporting lifelong learning. The project-based nature of the courses the students were registered in was thought to influence students’ scores. Results are discussed, and recommendations are made for both classroom instruction and future research.