This thesis examines the extent to which undergraduate students‟ personal and institutional experiences influence their capacity to change and develop as lifelong learners in Tanzania. My interest in the topic grew out of my recognition of the need to maintain a critical eye on the purpose of higher education in Tanzania and to establish whether or not the recent education reforms introduced in higher education had had a robust impact on lifelong learning. The core question in this study was to determine whether or not university education in Tanzania develops students as lifelong learners and what the underlying factors influencing such development might be. The students‟ lifelong learning attributes in this thesis were operationalised using four major constructs, namely, „learning to learn‟ skills, „personal agency‟, „information skills‟ and „entrepreneurial skills‟. This study adopted a case study longitudinal research design that involved two waves of data collection with the use of a mixed methods approach for triangulation purposes. It involved following a sample first-year cohort of students at one of the public universities in Tanzania (n=839, i.e. 621 males and 218 females) through Year 2. A small number of participants (n=59) [i.e. students (n=23), lecturers (n=26), librarians (n=4), policy elites (n=3) and school deans & college principals (n= 4)] took part in semi-structured interviews. The sample of students and lecturers was drawn from four distinct academic disciplines, namely, Accounting, Engineering, Science and Sociology. The results with respect to the longitudinal study showed that there were significant changes in the ILS sub-scales of „stepwise processing‟ strategies and „certificate-directed‟ and the ‘self-test‟ learning orientations. Significant changes were also noted in the ISS sub-scales of ‘ethical use of information‟, „accessing information‟ and „evaluating information‟. These changes, however, seemed to occur relatively slowly. No improvements were found with regard to „entrepreneurial skills‟. The slow rate and the absence of changes, however, seemed to be partly the results of the unclear, limited and somewhat slow implementation of policies related to the integration of higher education with lifelong learning. iv The findings also indicated that there were effects from personal and contextual factors on „processing‟ and „regulation‟ learning strategies for some of the constructs. The correlation results indicated that the students‟ personal beliefs were associated with their choice of processing and regulation strategies, suggesting that learning orientations were important predictors of students‟ processing and regulation learning strategies. In addition, the results showed that the contextual variables, such as lecturers, the teaching objectives and assessment procedures, as well as the social environments, such as friends, constituted significant predictors for student development of lifelong learning attributes. These findings suggest that the undergraduate students‟ development of lifelong learning attributes is influenced by a variety of individual and contextual variables. In the light of the findings from the present study, a number of recommendations are made both for future studies and for policy.

L’illettrisme est passé en France de 6% des jeunes accueillis au service militaire en 1900 à plus de 9% en 2004. Différents dispositifs sont mis en place en faveur des salariés d’entreprise. Celui du secteur de la Propreté vise la « maîtrise des écrits professionnels ». Au sein de ce dispositif, qui permet de renforcer les savoirs de base des salariés, l’acquisition ou l’accroissement des capacités de lecture constitue le point commun de toutes les actions de formation examinées. Le dispositif d’accompagnement des formateurs met en évidence une professionnalisation des formateurs liée à l’obligation de formaliser des pratiques, aux réunions de confrontation des pratiques mises en place par l’OPCA et aux échanges documentaires entre les formateurs. L’analyse des pratiques des formateurs permet de dégager différentes stratégies pédagogiques dont la mesure des effets, avec le test ECCLA, montre que les progrès sont plus liés au niveau de départ, à la langue d’origine qu’aux différences entre les supports utilisés. Ces supports sont orientés soit vers l’activité professionnelle, soit vers l’activité quotidienne des personnes. / Illiteracy for young people accommodated in military service has increased from 6% to over 9% between 1900 and 2004 Various devices are in place for company employees. The hygiene sector aims at "master of professional writing." Within this device, which helps strengthen the basic knowledge of employees, acquisition or expansion of literacy is the common point of all training activities examined OU studied. The support device for trainers highlights a high professionalism of trainers linked to the obligation to formalize practices, confrontational meetings of practices implemented by the OPCA and document exchange among trainers. The analysis of the trainers’pratices can identify different instructional strategies in which the measure of the effect with the test Eccla shows that progress is more related to the starting level, language of origin and differences between the media used. These materials are geared either towards the profession, or towards the daily activity of people.

L’influence d’Internet est profonde dans la vie personnelle et sociale, mais aussi dans le domaine éducatif. La révolution e-learning décrit la tendance de ces dernières années adoptée par le domaine de la formation. Le domaine de la santé doit s’adapter à cette nouvelle réalité en adoptant des outils numériques et en proposant la formation en ligne. Dans cette perspective, ce projet de recherche décrit le processus d’adaptation d’un programme de formation aux habiletés parentales destiné aux parents d’enfants avec autisme, dans une version en ligne. Ce projet de recherche est une monographie décrivant les étapes nécessaires pour la proposition de ce programme de formation parentale dans une version en ligne. En adoptant la méthode de la recherche design en éducation nous nous basons sur des théories et des concepts pertinents que nous utilisons pour notre contribution pratique ; celle de la conception pédagogique et de l’implantation d’un prototype mis à la disposition des utilisateurs. / The Internet has deeply influenced our personal and social life, as well as the educational field. The e-learning revolution refers to recent advances in the educational field and the usage of digital tools for teaching and the delivery of educational content. The field of health can profit by adapting to this new reality and by adopting digital tools suitable to offer online training. From this perspective, this research project describes the process of developing an online adaptation of a psycho-educational program targeted to parents of children with autism disorder. This thesis is a monograph describing the steps required to design and implement this training program in an online version. By adopting the method of Educational Design Research, we investigate relevant theories and concepts that are later used to guide our practical contribution : the instructional design and implementation of a prototype, that is implemented and tested with the first users.

C’est une thèse qui s’inscrit dans les sciences de l’information et de communication, sous l’ongle de l’évolution, des médias.. Les nouvelles technologies d’information et de communication (NTIC) ont investi notre vie quotidienne, les objets connectés ont considérablement modifié les pratiques et les usages dans les services de formation des entreprises, notamment en matière de communication interpersonnelle et des relations pédagogiques numérisées. Ce travail de thèse a pour vocation d’éclairer les formateurs des centres de contact sur les processus, les conditions de réussite et les enjeux de l’intégration du e-learning. Et ce, en analysant de quelles façons les nouvelles pratiques de formation, notamment via des plateformes en ligne, les technologies de l’information et de la communication ont transformé les méthodes de formation « traditionnelles ». Nous nous intéressons plus particulièrement aux usages et outils regroupés sous l'appellation « e-learning » dans le cadre de la formation professionnelle, initiale et continue. / This thesis is part of the information and communication sciences, under the nail of evolution, of the media. Information and communication technologies (ICTs) have invested in our everyday life, globalized digitization and connected objects have considerably modified the practices and uses in the training services of companies, especially in terms of interpersonal communication and digitized pedagogical relations. This work of thesis aims to accompany the trainers of the contact centers on the processes, the conditions of success and the stakes of the integration of the e-learning. By analyzing in what ways new training practices, notably via online platforms, generalized digitization have transformed "traditional" training methods. We are particularly interested in the uses and tools grouped under the name "e-learning" in the context of initial and continuing vocational training.

This thesis examines the learning experiences of fourteen mature women entrants who successfully completed a Higher National Diploma or degree in a Further Education College in the Outer Hebrides of Scotland. The women were all from non-traditional backgrounds in that they had left school with few or no qualifications and had returned to education later in life. They all had other competing demands on their time such as families, partners and employment and they were the first generation of their family to gain a Higher Education (HE) qualification. The focus of the study is on the one hand to give a voice to the women and to let them talk and interpret their experience of early education and then of college. On the other hand it focuses on what we, as adult educators, can learn from the successful journeys of non-traditional women entrants and how this can inform our professional practice. The students were interviewed using semi structured interviews in order to ascertain how they accessed education as adults, the difficulties they encountered and the coping strategies that helped them successfully complete their studies. Liminality was used as a heuristic tool to examine the women’s educational journeys. Concepts of identity, transformative learning and resilience were explored through their personal narratives. It appears from the findings that gender still adversely affects choice. For women this means less choice of what to do and when to do it. Whilst the women attempt to shape their own biographies anew through education, this is done against a background where their domestic responsibilities still take precedence. Despite this, the supportive and trusting relationship with lecturers contributed to the efficacy of the learning experience, as did the incremental route from FE into HE. For some women the presence of a supportive partner or a significant other appears to have played a part in their success. In terms of professional practice, an understanding of the women’s journeys is essential if we are to put systems in place to effectively support them and to help them stay. Consideration of this may also help in navigating the tenuous and unsettling journeys which the women take in actually getting to college in the first place. Finally, as adult educators, we should be aware and engage more actively with the political process. Awareness of the link between funding and policy is crucial if we are to develop, not only Scotland’s young workforce, but marginalised learners who may not fit in with the current policy priority.

The analysis of how a general change, an economic shock and a modified institutional framework condition affect the HRM process, provide the motivation for the present dissertation. Thereby, the dissertation concentrates on certain areas of the HRM process, namely compensation, further training and retention, as well as changes and challenges that have been subject to a high degree of public interest in recent years. It consists of three essays, all self-contained and independently readable. The first essay investigates whether it is possible to keep employees in the establishment by offering further training measures. Therefore, this essay uses a comparison group approach and compares only training participants with those employees who had been selected by the employer to participate in training but had to cancel it for exogenous reasons. From a methodological point of view, by means of Fixed Effects and Diff GMM estimations, the essay also controls for time-variant and invariant unobserved heterogeneity as well as endogeneity of training participation. By simultaneously considering the components from the human capital theory as well as the monopsony theory, the essay shows that portability of general human capital contents and visibility of training, induced by training certificates, independently reduce the retention effect of training. The negative effect is much stronger if training is certified by external institutions and therefore credible. In addition, the effects of visibility and portability are distinct and thus also reduce the retention effect of training separately. However, the total effect of portable, visible and credible training on retention is still positive. Therefore, further training appears to be an effective measure to keep the qualified employees in the establishment. Second, the attention is on a short-term unpredictable economic shock: Essay 2 analyses whether and to what extent the Great Recession in 2008 and 2009 has had an impact on the individual training behaviour in establishments. From a theoretical point of view, the effects of the crisis on establishments' training activities are ambiguous. On the one hand, the reduced opportunity costs of training argue more in favour of an increase in further training. On the other hand, economic theory suggests decreasing training activities in the crisis because of reduced financial resources, uncertain future prospects, and, therefore, unclear returns on training. Using Difference-in-Differences analyses, this essay avoids endogeneity problems caused by unobservable third factors. The Great Recession in 2008 and 2009 can be seen as an exogenous and time-limited shock: this quasi-experimental setting helps to reveal the causal impact of the crisis on the training intensity and the number of training measures. Results indicate that there is a direct effect of the crisis on individual training activities in 2009 and 2010. This effect is stronger for unskilled employees than for employees with higher skill levels. Furthermore, the negative effect sets in with a time lag and lasts until the year 2010 (although there is already an economic upswing). Numerous analyses are used to check additional heterogeneities in training activities for other employee groups. Among others, particularly the area of executive compensation was affected by the economic crisis and the ensuing regulations in institutional framework conditions. The third essay of this dissertation deals with the question whether these changes had an impact on the compensation level and structure of executive board members. The focus is on the extent to which executive compensation is converging within and between different exchange segments in Germany. Based on a sample of CEOs and non-CEOs of German DAX and MDAX establishments, the evolution of executive compensation levels and structures (i.e., fractions of base pay, short- and long-term incentives) are examined during the period from 2006 until 2012. The results of descriptive as well as multivariate Fixed Effects analyses indicate isomorphism of both, pay levels and pay structures within (intra-segment-convergence) and between (inter-segment convergence) stock exchange segments especially for CEOs. However, for the other members of the management board (non-CEOs), there is only a convergence of the compensation structure within the segments. The results do not indicate either intra- or inter-segment convergence of salary levels. Altogether, the three essays of this dissertation provide a selection of the current changes and challenges that HRM has to deal with. From a methodological perspective, all three essays use different applied econometric estimation strategies. In order to eliminate estimation problems caused by time-invariant and variant unobserved heterogeneity and endogeneity, Fixed Effects, Diff GMM as well as Difference-in-Differences approaches are applied. In addition, sample selection, research design as well as identification strategy attempts to avoid estimation bias. The first two essays are based on a linked-employer-employee panel data set and adopt a personnel economic perspective. The third essay uses establishment-level data and is based on institutional theory. The first essay was written in cooperation with Thomas Zwick and the third essay was written in cooperation with Nathalie Haidegger-Rieß and Robert Wagner. / Das Personalmanagement hat sich in den letzten Jahrzehnten von einer administrativen Funktion im Unternehmen hin zu einem ganzheitlich und strategisch ausgerichteten Prozess entwickelt. Dieser ist vor allem durch verschiedene Veränderungen und Herausforderungen induziert – beispielsweise den demographischen Wandel, die Globalisierung oder den Prozess der Individualisierung. Neben diesen generellen Trends haben in den letzten Jahren aber auch wirtschaftliche Schwankungen und Schocks sowie sich ändernde institutionelle bzw. rechtliche Rahmenbedingungen auf den gesamten Personalprozess Einfluss genommen. Die vorliegende Dissertation greift nach einer kurzen Einleitung drei Bereiche des Personalprozesses – Weiterbildung, Mitarbeiterbindung und Entlohnung – auf und untersucht, welche Auswirkungen kurz- und langfristige Veränderungen auf diese haben. Der drohende Fachkräftemangel macht es für Unternehmen umso wichtiger, verfügbare Personalressourcen langfristig an das Unternehmen zu binden. Der erste Aufsatz dieser Dissertation analysiert, inwiefern sich das Angebot von Weiterbildungsmaßnahmen auf den Verbleib von Mitarbeitern im Unternehmen auswirkt. Auf Basis der Humankapital- sowie Monopson-Theorie werden Hypothesen gebildet, die die Bindungswirkung von Trainingsmaßnahmen im Hinblick auf deren Übertragbarkeit, Sichtbarkeit und Glaubwürdigkeit unterscheiden. Mit Hilfe verknüpfter Betriebs- und Personendaten können umfangreiche Aspekte der Mitarbeiterbindung berücksichtigt werden. Das verwendete Forschungsdesign sowie die eingesetzten Schätztechniken ermöglichen zudem, für den Selektionseffekt von Weiterbildung sowie unbeobachtete Heterogenität zu kontrollieren. Die Ergebnisse zeigen, dass die Teilnahme an Weiterbildungsmaßnahmen den Verbleib von Mitarbeitern im Unternehmen erhöht. Dieser positive Effekt sinkt jedoch, wenn die Trainingsinhalte allgemeines Humankapital fördern – und somit gut auf andere Unternehmen übertragbar sind – sowie durch Weiterbildungszertifikate eine erhöhte Sichtbarkeit der Trainingsinhalte vorliegt. Der negative Effekt auf die Bindungswirkung verstärkt sich, wenn das Training von einer externen, unabhängigen Institution durchgeführt und das Zertifikat dieser Maßnahme von dieser Institution ausgestellt wird. Neben langfristigen Herausforderungen ist das Personalmanagement außerdem mit kurzfristigen und unvorhersehbaren Veränderungen konfrontiert, beispielsweise durch wirtschaftliche Schocks. In diesem Zusammenhang stellt sich die Frage, ob Unternehmen auch in solchen Zeiten Maßnahmen zur Mitarbeiterbindung einsetzen und wie sie dabei vorgehen. Der zweite Aufsatz in dieser Dissertation analysiert ebenfalls auf Basis der verknüpften Betriebs- und Personendaten, ob und inwieweit sich die Wirtschaftskrise der Jahre 2008 und 2009 auf das Weiterbildungsverhalten bestimmter Mitarbeitergruppen in Unternehmen ausgewirkt hat. Auf Basis eines quasi-experimentellen Forschungsdesigns (Diff-in-Diff) wird dabei der kausale Effekt dieses exogenen wirtschaftlichen Schocks auf die individuelle Weiterbildungsteilnahme eruiert. Die Ergebnisse zeigen, dass sich die Krise negativ auf die Weiterbildungsteilnahme auswirkt. Dieser Effekt ist bei ungelernten Mitarbeitern stärker ausgeprägt, als bei Mitarbeitern mit höherem Qualifikationsniveau. Der negative Effekt auf die Weiterbildung setzt mit zeitlicher Verzögerung im Jahr 2009 ein und dauert schließlich bis zum Jahr 2010, obwohl es zu diesem Zeitpunkt bereits einen wirtschaftlichen Aufschwung gibt. Darüber hinaus widmet sich diese Dissertation den Veränderungen innerhalb der rechtlichen und institutionellen Rahmenbedingungen des Personalmanagements. Diese waren in den letzten Jahren vor allem im Bereich der Vorstandsvergütung in Aktienunternehmen vorzufinden. Der dritte Aufsatz untersucht, inwiefern es in einem Umfeld, geprägt durch Veränderungen, zu einer Annäherung der Vorstandsvergütung innerhalb und zwischen unterschiedlichen Börsensegmenten (DAX und MDAX) kommt. Basierend auf der Annahme eines von der Institutionentheorie proklamierten isomorphen Organisationswandels werden Hypothesen hergeleitet, die mit Hilfe von deskriptiven und multivariaten Analysen überprüft werden. Die unter Einsatz eines umfangreichen Datensatzes zur Vorstandsvergütung gewonnenen Ergebnisse zeigen, dass sich die Gehaltsniveaus und -strukturen sowohl innerhalb als auch zwischen Börsensegmenten annähern. Diese Intra- und Inter-Segment-Konvergenzen werden vor allem bei der Vergütung von Vorstandsvorsitzenden deutlich. Bei der Entlohnung der anderen Mitglieder des Vorstands zeigt sich eine Angleichung der Gehaltsstruktur lediglich innerhalb der Segmente. Insgesamt betrachtet diese Dissertation mit den drei vorgestellten Aufsätzen unterschiedliche Aspekte des Personalmanagements und analysiert, inwiefern verschiedene Personalprozesse auf die institutionellen und allgemeinen Veränderungen reagieren. Während die ersten beiden Aufsätze eher eine personalökonomische Perspektive einnehmen, bezieht sich das dritte Papier auf einen institutionentheoretischen Ansatz. Die einzelnen Aufsätze sind in sich abgeschlossen und können unabhängig voneinander gelesen werden. Der erste Aufsatz ist in Zusammenarbeit mit Thomas Zwick und der dritte Aufsatz durch eine Kooperation mit Nathalie Haidegger-Rieß sowie Robert Wagner entstanden.

Esta tesis se sitúa en el contexto de la sociedad de la información. Aporta un análisis de algunos de los procesos afectivos y cognitivos que influyen en el desarrollo de las habilidades comunicativas matemáticas en el proceso de aprendizaje, desde la didáctica de las matemáticas. Se parte de un concepto de "matemáticas" como un "saber" aplicado a la vida cotidiana. Con la ayuda de las tecnologías de la información y de la comunicación se proponen situaciones matemáticas para estimular a las personas adultas a buscar formas matemáticas de resolver dichas situaciones, en un contexto de aprendizaje dialógico. El aprendizaje dialógico es un enfoque que parte de que la enseñanza se tiene que dar en un entorno igualitario. Se trata de un aprendizaje que se basa en "altas expectativas", que cree en la capacidad que todos tenemos de aprender; en la transformación de las barreras al aprendizaje mediante la solidaridad, la participación activa y, sobre todo, igualitaria. En la tesis se parte de tres hipótesis: 1) existe una brecha entre las matemáticas de la vida real y las matemáticas académicas. Esta brecha se manifiesta de diferentes formas; 2) la distancia entre las "matemáticas de la vida real" y las "matemáticas académicas" genera actitudes negativas que dificultan el aprendizaje de las matemáticas; y 3) las personas utilizan estilos de aprendizaje basados en el diálogo igualitario para aprender el concepto matemático de proporciones. Para contrastarlas se realizó un trabajo de campo analizado desde el punto de vista del paradigma metodológico comunicativo (CREA). El trabajo de campo se llevó a cabo en tres etapas diferentes: 1) estudio exploratorio; 2) realización de entrevistas y 3) una segunda vuelta de entrevistas, con una actividad final grabada en vídeo digital. Para recoger al información se utilizaron a) un diario de campo; b) una tertulia comunicativa; c) entrevistas en profundidad; d) varias actividades sobre proporciones (tanto en el formato de libro, como en formato informático). La información recogida se analizó teniendo en cuenta dos niveles de análisis: el discurso y el tono del discurso. El aprendizaje siempre se produce en un entorno social, de manera que también hay que tener en cuenta las relaciones intersubjetivas. La experiencia previa, las creencias, las prenociones o los estereotipos de los que antes hablábamos, son elementos que se han formado socialmente. Pero eso no quiere decir que no intervengan también variables internas. Las mujeres del grupo explican, por ejemplo, la importancia de la repetición en el aprendizaje. También se resalta la importancia de los elementos afectivos en el proceso de aprendizaje. El creerse las cosas que hacen es un ingrediente básico para obtener el éxito. Y, al contrario, cuando no se cree en lo que se está haciendo, el fracaso es prácticamente seguro. Esta apreciación se pone de manifiesto en temas como la vivencia del bloqueo o del éxito. Las personas utilizan formas de aprendizaje basadas en el diálogo igualitario para aprender el concepto matemático de proporciones. Resuelven las dificultades con las que se van encontrando (sean de la propia naturaleza del problema, porque no lo habían visto antes, y es nuevo para ellas, etc.) mediante el diálogo. Cuando alguien de la clase se sitúa por encima del resto de personas del grupo, aparece entonces un desnivel que no resuelve las dificultades y genera rechazo. En cambio, en un entorno de diálogo igualitario, ocurre todo lo contrario: todas las personas intervienen, y "construyen" las ideas matemáticas conjuntamente. Lo cual, además, les da todo el sentido, porque todas las personas acaban por "apropiarse" dichas ideas, y hacérselas suyas. En esta situación es cuando se produce "aprendizaje". / This dissertation is situated in the context of the Information Society. It provides an analysis of some of the affective and cognitive processes that influence in the development of communicative mathematics skills in the learning process, from the perspective of mathematics teaching. With the aid of the information and communication technologies situations for mathematics are proposed in order to encourage adults to seek mathematical forms to resolve said situations, in the context of dialogic learning. Learning always takes place in a social surrounding, such that intersubjective relations must also be taken into account. Prior experience, beliefs, presumptions and or stereotypes mentioned earlier are elements that are socially constructed. This does not mean that internal variables do not also intervene. Women from the group explain, for instance, about the importance of repetition in learning. Affective elements in the learning process are also emphasised. Believing in what they are doing is a fundamental ingredient in success. In contrast, when someone does not believe in what they are doing, failure is practically inevitable. This situation is expressed in issues like the experience of a block or success. People use ways of learning based on egalitarian dialogue to learn the concept of mathematical proportions. They resolve difficulties that they encounter through dialogue. A gap arises when someone in class places themselves above the rest of the people in the group; this does not resolve the difficulties and generates rejection. In contrast, in an environment of egalitarian dialogue the opposite occurs: everyone participates and "constructs" the mathematics ideas together. In addition, this creates meaning for them all because everyone can "have ownership" of these ideas and make them their own. This is the kind of situation where "learning" takes place.

La indagación expuesta en este documento plantea las condiciones de un modelo pedagógico que facilite el abordaje de programas educativos mediados por tecnologías de la información y la comunicación (TIC) en contextos rurales centroamericanos. Se aporta así un constructo teórico innovador, en el tanto se establecen particularidades del modelo para comunidades aprendientes rurales centroamericanas. Para el abordaje de este tema, se parte de una metodología cualitativa que rescata las potencialidades de los grupos humanos participantes de una forma respetuosa de sus características, culturas, cosmovisiones y sistemas productivos. Por ello, este estudio recurre al ciclo holístico (holopraxis) como núcleo sintagmático del proceso indagatorio, donde se considera el conjunto de prácticas que permiten asumir la realidad desde un abordaje holista. Para esta propuesta, y a raíz de las necesidades expresas de rurales centroamericanos involucrados en programas educativos mediados por TIC, se consideran como pilares cuatro ejes transversales que permean los fundamentos epistemológicos y filosóficos del modelo propuesto; a saber: gestión del conocimiento, participación ciudadana, fortalecimiento de la identidad y construcción de una cultura solidaria.

El objetivo de esta tesis es conocer las prácticas sociales de los mayores de 44 años en el ciberespacio. El cometido del presente trabajo es entender el grado de penetración de las TIC y las formas de uso del ciberespacio por parte de las generaciones objeto de estudio que han sido extendidas de forma masiva en la última década.De forma general, este texto responde a si este proceso de transformación social y tecnológica está contribuyendo a alejar a los mayores del acceso y uso de un conjunto de servicios dispensados en el ciberespacio que, por su magnitud y extensión en la sociedad, forman parte del tipo de ciudadanìa que se está fraguando. Esta forma de ciudadaní¬a condiciona, de forma creciente, unos modos de producir, relacionarse o divertirse a través del acceso y uso del ciberespacio. Con este fin se analizan entonces los usos y prácticas sociales en el ciberespacio por parte de las generaciones nacidas con anterioridad a la década de los sesenta del siglo pasado y, en consecuencia, la tesis trata de verificar en qué medida el desarrollo de las TIC acelera el proceso de exclusión social de las personas mayores.

La tesis plantea la necesidad de dotar de contenidos educativos las prácticas de acción social, de manera que los receptores de la acción socioeducativa puedan capacitarse y aumentar su autonomía en la resolución de los problemas sociales, así como mejorar las condiciones de vida de su entorno.