<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Nida Kvedaraitė</style></author><author><style face="normal" font="default" size="100%">Rima Jasnauskaitė</style></author><author><style face="normal" font="default" size="100%">Renata Geležinienė</style></author><author><style face="normal" font="default" size="100%">Gražina Strazdienė</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FORMS OF EDUCATIONAL ACTIVITIES THAT ENHANCE SELF-DIRECTED LEARNING OF ADULTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">educational activities enhancing self-directed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">learning by doing</style></keyword><keyword><style  face="normal" font="default" size="100%">learning through collaboration</style></keyword><keyword><style  face="normal" font="default" size="100%">learning through experience</style></keyword><keyword><style  face="normal" font="default" size="100%">self-directed learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055887.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research examines self-directed learning as the formation of new educational culture in the contexts of learning theories such as: constructive learning, social constructivism, experiential learning and action science . The key educational activities supporting and enabling the learning processes are distinguished and substantiated: learning by doing, learning through collaboration, learning through experience, which give new experiences to the learner as well as status, competences of educational and managerial field, and values. A qualitative approach was applied in the research and as a research strategy of a semi-structured interview was carried out, which allowed to characterize the experiences and individual meanings of research participants while they take part in non-formal educational activities that enhance their self-directed learning. The results obtained in the course of empirical research allow stating that self-directed learners broaden the variety of learning settings, shift the learning beyond the boundaries of a formal education institution and consciously learn through job-related and life activities in various groups, communicating and collaborating with colleagues. This enables the learners to reflect upon the experience gained in job-related and life activities, and shift from the formal learning to non-formal. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">74-85</style></section></record></records></xml>