Intentional learning in an intentional world

摘要

How do we support successful, lifelong learners and performers and help them competently respond to rapidly changing opportunities in the 21st century. The answer to this challenging question lies in how well we consider diverse sources for successful learning and explain audiences differentiated by individual learning differences. After years of primarily cognitive traditions, lack of strong theoretical foundations, and imperfect one-size-fits-all designs, our cognitive-rich explanations are missing the significant, higher-order impact of affective, conative, and other factors on learning. In this study the investigator introduces learning orientation (learner-difference profiles) to examine the fundamental sources for individual learning differences from an entirely new perspective. This perspective highlights the importance of intentions and emotions and describes how these dominant factors guide, manage, and sometimes override cognitive (thinking) processes. Using multiplerepeated measures univariate ANOVAs, this study exhibits how learning orientation, time, and environments account for significant variance, effects, and interactions. The results demonstrate useful ways to analyze and differentiate the audience before designing solutions and environments for more successful performance.