Self Learning Managment

I recently read in the book ‘Skills for Success’ by Stella Cottrell, that you need to take responsibility for your own learning and recognise your own learning preferences. This is a valuable thing to pick up on as being able to recognise how you learn best can help you complete a task to your best ability, and taking responsibility for you own learning rather than replying on others shows what a resourceful worker you can be. After reading this I realised the best

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

Self Regulated Learning is a component of of the Diagnostic Assessment and Achievement of Colleges. The purpose of Self Regulated Learning is to identify your strengths and weaknesses as a learner. Using the report generated from the quiz can help you become a better student by identifying areas that may need work. The report covers meta cognition which is being aware of your thoughts and how you approach learning, strategies which evaluates your procedures used to enhance your learning,and motivation which is your desire to do something.

As with the development of many new ideas, self-directed learning has created some confusion in that many related concepts are often used either interchangeable or in similar ways. Examples include self-education (Hosmer (1847), Dickinson & Clark, 1975, Smith 1976, Snedden 1930); self-directed learning; self-planned learning (Tough 1966); self-instruction (Johnstone &Rivera 1965, Smith 1976); individual learning (Smith 1976); autonomous learning (Houle 1962, Miller 1964, Moore 1980, Smith 1976); independent study or independent learning (Jourard 1967, Moore 1972); and self-access learning (Dickinson 1987). Yet these terms offer varied, though often subtly different, emphases. To illustrate these differences, several views of self-direction can be compared and contrasted.

A self-directed learner is comfortable with independence. He is reliant on his network to learn effectively. He must take initiative to do things he must do and not wait for someone told him what to do. A self-directed learner views problems as challenges, not obstacles. He has a growth mindset when thing do not go as planned. A self-directed learner is self-confident. He always believes in himself that he could achieve every goal. A self-directed learner has a strong desire to learn or change. He has will to get knowledge and views learning as a positive way forward. A self-directed learner is able to organize his time to work productively.

Cognitive skills and the student’s abilities’ alone cannot account for individual’s learning. Other factors such as motivation and self-regulation play a role in the students learning as well. This cognitive approach leads to self-regulation learning. This learning process places emphasis on the student being proactive in developing their learning skills. The learner sets their goals, develop their own learning strategies, monitor and modify their progress when needed (Schunk, 2006). In order for this learning process to be effective, the student has to be motivated and committed to accomplishing their goals. The more the learning is invested in the process, the more effective learning becomes. This is critical to the learning process.

Self-directed learning focuses on the process by which adults take control of their own learning, in particular how they set their own learning goals, locate appropriate resources, decide on which learning methods to use and evaluate their progress. Furthermore, self-directed learners are highly motivated, independent, and strive toward self-direction and autonomy. They take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, implement learning strategies, and evaluate learning outcomes. The following is a reflection on an interview I did with my best friend Steve regarding self-directed learning.

On the other hand, Printich (2000) integrated motivational constructs and developed a general framework of self-regulated learning. There were four phases to this framework, forethought, monitoring, control and reflection phase. Under each of the phases, different self-regulatory activities from contextual, behavioral, motivational, affective and cognitive areas were listed. Boekearts (1997), described self-regulation as the parallel process of purposeful action used by students to meet their two priorities, growth goals and emotional wellbeing goals (Boekearts & Corno, 2005; Puustinen & Pulkkinen, 2010). Finally, Zimmerman (1989), described self-regulated learning through the lens of Bandura socio-cognitive theory. Zimmerman (2002) described self-regulated learning as a cyclic process which consists of three phases: forethought, performance, and reflection. For the purpose of this paper, the focus is on examining forethought process of self-regulated learning described by Zimmerman

There are many characteristics that define active, self-directed and intrinsically motivated students. According to Jeff Cobb's article about successful self-directed learners, they are the are the ones who take initiative and do not wait for instructions and directions from others. They are self-sustaining and comfortable with being independent, while working collaboratively with students and instructors. (Cobb, 2013). Moreover, self-directed learners

A self-directed, intrinsically motivated, active learner is someone who find knowledge worthy, understands the importance of knowledge and information that an individual can have, considering knowledge as the mineral of success, it's the most important aspects an individual needs in his path reaching success, by that mean, such a person find knowledge in everything, he or she learn from mistakes, researches, tests, etc... and he or she get the best conclusion of each of these aspects, such a person has a strong personality, self confident, and curious to learn what he or she love.

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).

Generally speaking, I use Zimmerman's skills of self-regulated learning which include: (a) setting specific proximal goals for oneself, (b) adopting powerful strategies for attaining the goals, (c) monitoring one's performance selectively for signs of progress, (d) restructuring one's physical and social context to make it compatible with one's goals, (e) managing one's time use efficiently, (f) self-evaluating one's methods, (g) attributing causation to results, and (h) adapting future methods (Schunk & Zimmerman, 1998). Zimmerman (2002) notes that a student's level of learning and performance depends on the extent to which he uses each of these eight conditions.

Self-managed learning is a capable procedure that could help people on their study way with numerous compelling techniques. This report first notes how self-managed learning can improve deep rooted development by assessing approaches to self-managed learning, courses in which long lasting learning in personal and professional connections can be supported, and the advantages of self-managed learning to the individual and association. From that point, the report remarks upon my own present aptitudes and skills. These are assessed against professional measures and those of

In addition to the success of teachers and the description of motivation, there are other concepts that are related to motivation. Social-cognitive and self-determination theoretical perspectives are referred to when describing Self-Regulated Learning (SRL) in motivation literature. Several theoretical models conceptualize and explain a host of processes underlying academic SRL. From most perspectives, SRL is theorized as a goal-directed process whereby individuals deploy and refine their use of specific tactics or strategies to attain personal goals (Cleary & Kitsantis, 2017). It is important to note that conceptions of academic SRL often overlap to some degree with other constructs frequently mentioned in the literature, including self-management, metacognition, and executive functions. For example, SRL and executive functions both emphasize goal-directed actions that are purposefully used to attain those goals, whereas SRL overlaps with metacognition because both constructs underscore the relevance of planning, monitoring, and reflection processes (Cleary & Kitsantis, 2017).

I am currently studying at the University of South Australia completing my Masters in Business Administration (MBA). I am hoping to complete the MBA within three and half years. I am completing the MBA in order to make me a better manager. I am currently the Residential Manager for an aged care facility where I manage over 100 staff and 50 volunteers. This role can be rather challenging at times. One of the hardest issues I face is dealing with difficult staff and problematic family members. By completing this course, I will take out what I have learnt and place it into my role as a Residential Manager the Facility. Because the aged care industry is a growing in Australia, I hope to move on to more challenging roles in three and half years’ time. I am hoping to become a Chief Executive Officer (CEO) within the aged care industry.