Leonardo da Vinci once said, “Learning is the only thing the mind never exhausts, never fears, and never regrets.” To learn is to acquire, to gain, knowledge or skills, be it through study or by experience. For some, it is an interesting and fun process in life, for others, not so much. Thus, some may find it a bore or a chore and others may find it difficult when learning. However, if a student were to understand and master the difficulty of a particular skill or subject, the skill/subject would certainly gain some interest and confidence from the student when learning, from then onwards. With a little interest, learning can be easier and a lot more fun.
Many adults spend enough time gaining information and learning new skills. The speed of change, the continuous introduction of new knowledge, and an ever-increasing access to information requires such acquisitions necessary for the adult learner (Hiemstra, 1994). At the learner's initiative, much of this learning occurs even if it is done through formal means. Self-directed learning (SDL) is the common label given to such activity. In summary, self-directed learning is regarded as any study form in which a person has the elementary duty for planning, implementing, and even evaluating the effort.
themselves learn to gain more knowledge. When the learner gains more knowledge in the process of independent learning this would boost the learner’s confidence. Independent learning forces students to deal with both their strengths and weaknesses through the educational process. Students tend to analyze themselves during the learning process and is able to identify their positive skills and work to improve on their negative skills. Independent learning is mainly about self-direction which is a very important benefit to the learner as he or she has the freedom to choose what subject they want to study and the resources they would use to learn.
Our experiences in the classroom advise us about the ways the principles of self-regulated learning can benefit focus on educating and learning. In the following section we start by examining the early state of self-regulating inside the classroom. Then, based on our testing, we explain how reasoning models rooted in rich mathematical activity, composed with reflection across taking notes, opened up chances for learners to observe and examine their own mathematical learning and find the solutions to the assigned problems or tasks. Case Study
7) Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement. "(Weltman, p. 8) It is a model of instruction that focuses the responsibility of learning on learners. It was popularized in the 1990s by its appearance on the Association for the Study of Higher Education (ASHE) report (Bonwell & Eison 1991). In this report they discuss a variety of methodologies for promoting "active learning". They cite literature that indicates that to learn, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems.
Students waste plenty amount of time attempting to learn a topic if they are not provided with guidance about what is truly important about the topic. Students come into the self-study with misconceptions; they will play the new information to fit into their current mental model, causing negative training. They will also sometimes misinterpret new concepts as meaning something other than the right meaning. Moreover, the students may not understand the topic well enough to decide what is necessary and what is good to know. Self-study has many issues because without guidance; maybe students could not make the best way to learn.
Self-regulatory learning is an umbrella term which means taking responsibility of own learning (De Groot & Pintrich ,1990; Schunk & Zimmerman, 2008; Forgas et al. ,2009) .Controlling thought behavior and motivation (Pintrich & De Groot ,1990; Zimmerman ,1998). Forethought Phase , Performance Phase and Self-reflection Phase are three main phases of this control process . Setting goals is the aim of first phase ,ways of self-controlling of task strategy is what we do in second phase and how evaluation takes place is the definition of the third phase (Zimmerman,
In B.J Zimmerman & D.H Schunk (Eds), Self regulated learning and academic achievement: Theory, research and practice (pp. 111-114) New York: Springer-Verlag Winnie, P.H., & Stockey, D.B. (1998), Computing technologies as sites for developing self regulated learning. Zimmerman, B.J. (1986), Development of self regulated learning: Which are key subprocesses?
In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence (as opposed to fixed views of intelligence) and attribute their successes or failures to factors (e.g., effort expended on a task, effective use of strategies) within their control (Dweck & Leggett, 1988; Dweck, 2002). Finally, students who are self-regulated learners believe that opportunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success (Perry et al., 2006). In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy (Pintrich & Schunk, 2002). In the educational psychology literature, researchers have linked these characteristics to success in and beyond school (Pintrich, 2000; Winne & Perry,
For some time now, educational research is trying to explore the issue of academic success or achievement. The research has been extended beyond the “simple” issues of intelligence or/and prior academic deeds. In the attempt to identify factors which affect the learning-related performance of learners, there are many learning-related concepts; such as achievement motivation, perception of academic control etc (Cassidy & Eachus, 2000). A concept which has provided some valuable insights into learning, in academic and elsewhere, is learning style. There is a general acceptance that the way in which individuals approach a learning situation has an impact on performance and achievement of the learning outcomes.