Characteristics Of Self-Directed Learning

Deep learners respond well to the challenge of controlling a difficult and complex issue. Intrinsic motivation often compliments this style. Strategic learners are motivated primarily by rewards. They try to make the best grade, but only if they can see a clear reward to it. Often the competition and the opportunity to beat others is all the reward need, mainly extrinsic motivated. Surface learners are often motivated by a desire to avoid failure. This learning style does just what need for each assignment and moves along to the next, never wanting to be the best but is happy with a passing grade. Most often there motivation is a mixture of intrinsic and extrinsic. This dash is often in dispute with the learner motivation is the most likely not to deliver the goods.

Motivation often is classified as intrinsic or extrinsic. Students who are motivated intrinsically have an internal drive to succeed and a personal interest in the material. Students with extrinsic motivation engage in activities to obtain external incentives, such as grades or rewards (Sedden & Clark, 2016). Although, instructors note that intrinsic motivation is best for students, many

During my high school years, I can confidently say I have excelled in my academic endeavours. This success is partially due to my desire to learn. I am always intrigued by the lessons and concepts that are at the core of assigned work. My passion for learning has facilitated my learning process; because I am usually interested in the material that is being taught, my ability to retain and understand information is heightened. My academic success is also due to my drive to do the best I can. Since grade nine, I have demanded excellence from myself in all academic subjects. I strived to perform to the best of my abilities in the first high school years so that I would adopt that habit early and take it with me through the senior high school years. Finally, my academic excellence

Huntington, N.Y.: R. E. Krieger Pub. Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago, IL: Follett Publishing

As educators, we are instructing our students not only in matters of scholarship, but in matters of self. Expression through confidence of autonomy, self-efficacy, and intrinsic motivation are integral to the development of any individual.

“Just as students have different personalities, they also have different ways of learing (Slavin, 107).” Learning styles are another important factor to incorporate when implementing the best learning environment. Learning styles are defined as an individual's mode of gaining knowledge. The most common learning styles addressed are auditory, visual, and kinesthetic. Auditory leaners understand information through hearing. Visual learners need more visual aids in the learning process, such as diagrams, webs, or pictures. Kinesthetic learners learn better by using manipulatives or by being physically involved in the learning process. Learning styles is a piece of the “backbone” of differentiated learning. Both are used to individualize instruction to help students achieve the most success.

Intrinsic motivation is a key aspect of student success in school. Van den Broeck, Vansteenkiste, and De Witte (2013) define intrinsic motivation as, “the engagement in an activity for its own sake, that is, for the satisfaction and enjoyment experienced during the course of the activity itself” (p. 4). Educators encourage intrinsic motivation within their students as it boosts

There are many aspects of a self-directed, intrinsically motivated, active learner. After reviewing the readings from this week, there are a few that stand out as being essential. This person will take initiative. It is one of the most important aspects of this type of person as the first step is usually the hardest. Enjoying learning, and having a high degree of curiosity is very important especially to the intrinsically motivated individual. These aspects provide the internal motivation that helps spark the initiative to begin another task. Also in this category is having a strong desire to learn or change. The desire to improve oneself is

The self-directed learning theory is when adults make their own decisions about learning. They have full control over their learning and how it will define their future. Self-directed learning lets adults have their independence in the learning process. For example, students are to do a project on any subject as long as it deals with business. This lets the adults decide what topic they want to do, how they want to put the project together, and allows

As a student it takes a lot of responsibilities and to control and balance life and be a succeed in your goals. This class helps me so much to see what I have to learn more in how to be organize, make a plan, monitor and evaluate my daily life and what I have to set a goal for my priority first.

The results of the investigation would seem to suggest that motivation and self-efficacy have an impact on academic success and likewise on the process of learning. There also appears to be some impact of age on motivation and self-efficacy.

Other learners prefer some coaching and a more structured approach; they are typically self-motivated when the subject matter appeals to their interests. Still another type is more often motivated by external rewards and may learn best with step-by-step instruction. Some may resist learning altogether and have little motivation or interest in achieving goals established by others.

As we discussed in class, motivation plays an intrinsic role in creating successful self-directed learning. Those who practice this form of learning, in various ways, are driven by personal or external incentives, such as the desire to learn something, or simply for curiosity 's sake, self-esteem and self-efficiency. Because of this self-directed learners are known to take initiative, view issues as challenges to overcome, become confident, have a desire to evolve, and appreciate and seek out learning opportunities (Taylor, 1995).

Young children are compelled to learn because of their natural curiosity in life. Older children seem to need a push in the direction to learn. This describes the two types of motivation. Intrinsic motivation describes the young child. It is motivation from within and the desire someone feels to complete a task, including natural curiosity. Intrinsic motivation is anything we do to motivate ourselves without rewards from an outside source. “In relation to learning, one is compelled to learn by a motive to understand, originating from their own curiosity” (Rehmke-Ribary, 2003 p.intrinsic).

We are able to begin to develop abilities in self-directed-studying during our first-year in the college, to be an effective student. We will be spending a considerable time getting information and learning the continuous creation of new information, new skills due to the fast pace of change in culture and technology, and an access to info. Much with this learning will happen at our own initiative. We as a person will have the main responsibility for implementing, planning, and even appraising our learning effort. This what we should understand as self-directed learning.