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Evaluate The Usefulness Of Learning Contracts Essay

433 Words2 Pages

It is my belief that learning contracts can be an effective way to engage learner to take charge of their learning. According to Knowles, Holton & Swanson, (2015, p. 254), “learning contracts provide a means for negotiating a reconciliation between these external needs and expectations and the learner’s internal needs and interest.” Consequently, learning contracts can be a motivational instrumental for some since it features the student intentionally participating certain discovering which has been shown as crucial to developing self-efficacy through their control, for example, looking for assistance from peers, and so on would probably prompt scholarly achievement, instead of poor performance or possibility, a connection which has been appeared as urgent to creating self-adequacy. By utilizing an agreement, it will enable inspiration to will be upgraded in a steady situation which the eye to eye learning contract meeting and customized contract content help make unequivocal. Learning …show more content…

Second, learners need to be self-directing. This is based on the notion of adult as one who has a self-concept of being responsible for herself/himself. If a learner perceives herself/himself as being responsible, then s/he needs to be perceived and treated by others as someone who can assume such responsibility. Third, learners have the need to have their experiences considered. There is diversity among adults in terms of life experiences, interests, styles of learning, and the like that adults want considered in the development of their learning experiences. Fourth, learning should be geared to the learners' readiness to learn, which occurs when they have a need to learn it. Finally, the learning process should encourage intrinsic motivations to learn, which include self-esteem, responsibility, creativity, and

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I also incorporate practices based on the needs of the adult learner including the use of evidence-based techniques; engaged learning activities; and multiple methods of assessment. Overall, I establish clear expectations, high standards, and provide ongoing feedback as a means to facilitate the success of preservice teachers which is consistent with the BWU mission to provide a “rigorous academic program… within a challenging, supportive environment” and specifically the College of Education vision to “to provide a rigorous, relevant and transformative experience for every student.”

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Each individual learner with his or her unique backgrounds adds value to the learning process offering perspectives that expand collective understanding. This enriching exchange of ideas and experiences is integral to the teaching process fostering a diverse learning environment that promotes mutual respect and the exchange of ideas. Following the ethos of learner-centered education, I firmly maintain that the adult learner should always be the focal point of the educational journey (Stanistreet, 2019). Stanistreet (2019) explains that learner-centered education enhances knowledge acquisition by creating an inclusive environment that

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The learning process consists of multiple diverse characteristics such as change, actions, interaction, problem-solving, and experience. It explains to us how learning occurs and why. Learning is a natural process that all humans conduct, regardless of their intelligence level. Learning can be positive or negative due to

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In order to accomplishing your aspirations in life, you must have the right mind set in order to achieve the expectations. “One of the most important determinants of an individual's willingness to engage in learning is the expectation that he or she will be successful” (Goslin

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Adult learning is new and exciting points in our lives. As we age there are a lot of changes. We hold responsibilities of our own, work day to day to keep our bills paid, take care of our families, and some adults choose to finish their education. When that change happens our learning changes with it. Malcom Knowles and David Kolb both feel like adults learn differently than children.

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Learning occurs when there is a constant transformation in an individual's skill, knowledge, or behavior. Some highlight that behavior and skills are the main cause for learning while others

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Furthermore, an individual may be satisfied and unsatisfied with various needs simultaneously throughout his learning course. Whereas, Clayton Alderfer content theory describes motivation in three needs, first is the existence which is equivalent to Maslow’s safety and physical well-being steps, the second need is relatedness which stresses on interpersonal and social relationships, and finally, growth as defined by the individual desire for personal growth. In contrast, process theories of motivation are based on the idea that certain behaviors are produced by particular

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People have innate needs for autonomy, competence, and relatedness. They need to feel autonomy, which they are more likely to be intrinsically motivated than extrinsically to perform learning activities. Autonomy leads to many advantages, including increased intrinsic motivation and self-regulation, and perceived competence. Feelings of competence are beneficial for exploring and attempting mastery of skills. People also need to feel relatedness, which they are more likely to be intrinsically motivated to engage in learning activities when they have a connectedness with others.

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Essential aspects of intrinsic learning One of the reasons I enrolled at UoPeople is because of the learning structure and learning environment. Though I too am a work in progress, I seek to define my own learning in many ways that are similar or the same as the “successful UoPeople student.” In my experience so far, the structure of UoPeople’s course and learning environments engage and encourage students to succeed through self-motivation. From Yammer to Moodle, UoPeople’s learning structure seems to free students to become the best of self-learners: • The Moodle interface system allows students to “[take] ownership of the learning process by setting personal educational goals, and monitoring their own progress.”

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1.0 INTRODUCTION The adult learning theories reflect the ways in which the adults assimilate skills, attitude, knowledge, and information. The theories are the organised set of principles, which explains the process through which adults gain, retain, and recall the knowledge. In the field of education, the learning theories have played an important role in understanding the process of learning. These theories are widely used by the teachers and instructors in as guidelines, which significantly help in selecting appropriate tools, techniques, and strategies that can facilitate the learning process (Arghode, et.al., 2017).

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People commonly conceive of power as an influence from the political or economic authority that enforces subordinates to behave in certain ways. However, when Edward Said discusses Orientalism, he identifies this concept differently by focusing on the cultural and ideological aspect of power. If people continue to neglect such cultural power structure of Orientalism, and only focus on economic or political relations between the East and the West, they will fail to recognize the stereotypes that have been infused by this dominant viewpoint and distort the reality of the Orient. Therefore, this paper aims to illustrate on how the dominant Orientalist interpretation leads people to common misconception and will assist readers to have better understanding

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The first of these categories relates to the goals of self-directed learning. Merriam (page 107) lists three goals but of concern to the HRD is the goal that seeks to foster the adult to be self-directed in their own learning. This suggests that adult learners are at different levels of self-directedness and that some may require support. Such support can come in many forms such as ‘helping learners do needs assessments, locating learning resources, choosing instructional methods, and evaluating strategies’ Merriam p107.

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The unique aspects which are most salient for me are, first, the Andragogy theory (model); the idea of adult learners learning through enriched opportunities to collaborate in what they are learning and why they are learning it. The authors note, if the adult learner understands the value of what they are learning and it can be relatable to prior life experiences, they tend to be more motivated and retain the information. With that in mind, the importance of “climate setting” to provide mutual respect by actively collaboration with the adult learner in planning and the direction of lessons(Merriam, & Bierena, 2014). Second, the relationship of experiences and learning; how knowledge can be learned in the context of making connections to their life experiences.

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