[
COM (2001) Making a European Area of Lifelong Learning a Reality in Commission of the european communities, Brussels.
]Search in Google Scholar
[
Clark, K. (2003) Using Self-Directed Learning Communities to Bridge the Digital Divide. British Journal of Education Technology, 5, 663–665. doi: 10.1046/j.0007-1013.2003.00358.x10.1046/j.0007-1013.2003.00358.x
]Search in Google Scholar
[
Clark, J. T. (2020) Chapter 62 - Distance education, Editor(s): Ernesto Ladanza, Clinical Engineering Handbook (Second Edition), Academic Press, 410-415, ISBN 9780128134672, https://doi.org/10.1016/B978-0-12-813467-2.00063-8.10.1016/B978-0-12-813467-2.00063-8
]Search in Google Scholar
[
Csepeli, Gy. (2016) A Z nemzedék lehetséges életpályái. Educatio, 4, 509–515.
]Search in Google Scholar
[
Dabija, D., Abrudan, I., & Postelnicu, C. (2016) Teachers’ Motivations and Expectations Regarding Lifelong Learning, Studia Universitatis Babes-Bolyai Oeconomica, 61(3), 32-42. doi: https://doi.org/10.1515/subboec-2016-000310.1515/subboec-2016-0003
]Search in Google Scholar
[
Eaton, J.S. (2010) The Role of Accreditation of Higher Education Institutions, Editor(s): Penelope Peterson, Eva Baker, Barry McGaw, International Encyclopedia of Education (Third Edition), Elsevier, 384-389, ISBN 9780080448947, https://doi.org/10.1016/B978-0-08-044894-7.00832-0.10.1016/B978-0-08-044894-7.00832-0
]Search in Google Scholar
[
E-ruralnet (2011) E-learning int the rural context: innovation, inclusion and the role of the market. Athens, PRISMA Centre for Development Studies.
]Search in Google Scholar
[
Fritsch, H. (2001) Distance Education Editor(s): Neil J. Smelser, Paul B. Baltes, International Encyclopedia of the Social & Behavioral Sciences, Pergamon, 3781-3784, ISBN 9780080430768, https://doi.org/10.1016/B0-08-043076-7/02462-1.10.1016/B0-08-043076-7/02462-1
]Search in Google Scholar
[
Godard, S., Selwyn, N., & Williams, S. (2000) Must Try Harder! Problems Facing Technological Solutions to Nonparticipation in Adult Learning. British Educational Research Journal, 26(4), 507–521. doi: 10.1080/71365157110.1080/713651571
]Search in Google Scholar
[
Hardi T., & Szörényiné Kukorelli I. (2014) The Extension of Complex Gravity Zones and Manpower Catchment Areas in North Transdanubia In: Csizmadia, Z; Dusek, T (Eds.) The Győr Automotive District, Győr, Magyarország: Universitas-Győr Nonprofit Kft., 39–62.
]Search in Google Scholar
[
Henning, E., & Westhuizen, D. V. D. (2004) Crossing the Digital Divide Safely and Trustingly: How Ecologies of Learning Scaffold the Journey. Computers & Education, 42(4), 333–352. doi: 10.1016/j.compedu.2003.08.00610.1016/j.compedu.2003.08.006
]Search in Google Scholar
[
Hrubos, I. (2016) A digitális campus. Educatio, 4, 538–545.
]Search in Google Scholar
[
Juszczyk, S. & Kim, S (2020) Distance Learning in the Polish and Korean Universities During COVID-19 Pandemic. The New Educational Review, 62(4), pp. 115–127. doi: 10.15804/tner.2020.62.4.10
]Search in Google Scholar
[
Klug, J., Krause, N., Schober, B., Finsterwald, M. & Spiel, C. (2014) How do Teachers Promote their Students’ Lifelong Learning in Class? Development and First Application of the LLL Interview, Teaching and Teacher Education, 37, pp. 119-129.
]Search in Google Scholar
[
Kuráth, G. (2007) A hazai felsőoktatási intézmények regionális hatásának vizsgálata a beiskolázási marketingmunkában. Tér és Társadalom, 4, 95–110. doi: 10.17649/TET.21.4.114110.17649/TET.21.4.1141
]Search in Google Scholar
[
Muñoz, J. C., Redecker, Ch., Vuorikari, R., & Punie, Y. (2013) Open Education 2030:planning the future of adult learning in Europe. Open Learning: The Journal of Open, Distance and e-Learning, 28(3), 171–186. doi: 10.1080/02680513.2013.87119910.1080/02680513.2013.871199
]Search in Google Scholar
[
OECD (2019) Trends shaping education. OECD, Paris.
]Search in Google Scholar
[
Polónyi, I. (2012) Honnan jönnek a hallgatók?, Educatio, 21(2), 244–258.
]Search in Google Scholar
[
Rámháp, Sz. (2017) Felsőoktatási továbbtanulási motivációk Magyarországon a változó ifjúság és a piacosodó felsőoktatás tükrében. Regionális- és Gazdaságtudományi Doktori Iskola, Győr.
]Search in Google Scholar
[
Rechnitzer, J. (2009) A felsőoktatás térszerkezetének változása és kapcsolata a regionális szerkezettel. Educatio, 18(1), 50–63.
]Search in Google Scholar
[
Slowey, M. & Schuetze, H. (Eds.) (2012) Global perspectives on higher education and lifelong learners. Routledge, Milton Park. doi: 10.4324/978020312249510.4324/9780203122495
]Search in Google Scholar
[
Szarvák, T. (2011) A digitális szakadék, mint új periféria-képző jelenség. Tér és Társadalom, 18(3), 57–75. doi: 10.17649/TET.18.3.95810.17649/TET.18.3.958
]Search in Google Scholar
[
Trow, M. (2000) From Mass Higher Education to Universal Access: The American Advantage. Minerva, 37(4), 303–328. doi: 10.1023/A:100470852097710.1023/A:1004708520977
]Search in Google Scholar
[
UNESCO Institute for Lifelong Learning (2014) Lifelong Learning Policies and Strategies. Online available at http://uil.unesco.org/home/programme-areas/lifelong-learning-policies-and-strategies/news-target/lifelong-learning/9bf043146eaa0985e05daa9e12135f5b, accessed on June 20, 2015.
]Search in Google Scholar
