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Summary of Instructional Problem Students attending the Supported Communications Program/ Intensive Academic Classroom (SCP/IAC) in kindergarten /first grade must become self-directed learners.Self-directed learners are according to Abdullah (2007), “responsible owners and managers of their own learning process. A common Individual Education Program (IEP) goal for all students in the program is to transition into spending Summary of Instructional Problem Students attending the Supported Communications Program/ Intensive Academic Classroom (SCP/IAC) in kindergarten /first grade must become self-directed learners.
Self-directed learners according to Knowles, Holton & Swanson (2005) stated, “adults generally become ready to learn when their life situation creates a need to know” (p. This has some grounded facts because most adult learners do not go back to school without a pre-determined purpose and/or desire to improve on personal or professional set skills.
Learning for adults most times have different motivational reasons, which reflect in their learning style and the research on the relationship between aging and adult intelligence, is a very controversial conversation within the scientific arena.
In addition, the approach assumes that the learners have less experience or that their experiences are less important than the experiences of the teachers and the experts (“Self-directed Learning”).
This approach may be describes as being one-size-fits-all.
will corroborate the desideratum for assessment of students' self-directed learning ability and information technology skills competency at the outset of an online course or program (Shinkareva & Benson, 2007).
The prosperous student views the online environment as a more convenient way to take distribution of their inculcation, not a more facile way (Tomei, 2010).
It assumes that the learners are motivated internally by, for example, their needs for esteem.
Additionally, it assumes that, as the learners progress, they gain experience that can be used in conjunction with the teachers’ and the experts’ experience.
Adult learners have different motivations when they decide to continue their education and understanding how adult learners learn and process 123).
Studies have also shown that when adults take upon self-direction to learning they will gain from that experience and understand the negative consequences of failure.