Intrinsic and extrinsic intentional learning: The difference made by self-determination. (April 2014)

• Record Type: Journal Article
• Authors: Hung, Woei
• Other Names: Lee Chwee Beng guest-editor.; Hung Woei guest-editor.
• Is Part Of: Australian journal of education. Volume 58:Number 1(2014:Apr.)
• Page Start: 50
• Page End: 58
• Publication Date: 2014-04
• Subjects: Intentional learning -- self-determination -- educational technology -- problem solving -- self-evaluation -- scaffolding; Education -- Australia -- Periodicals; Education -- Periodicals; 370.994
• DOI: 10.1177/0004944113517832
• Languages: English
• ISSNs: 0004-9441

Abstract

Intentional learning occurs in formal and informal settings throughout an individual's life time. Intentional learning can be deemed as an ideal learning process where all the necessary elements for achieving a goal of effective learning are in place and in order. Intentional learners take an active role in and responsibility for their own learning, and they self-plan, execute, monitor and regulate their learning processes as well as learning strategies. Most importantly, intentional learners are willing and committed to reaching the learning goal. At its occurrence, intentional learning could be triggered by an external suggestion or guidance (e.g. teacher's explanation of the importance of the subject), or internal factors (e.g. intrinsic interests or personal needs through self-evaluation and self-determination). Thus, intentional learning could be further differentiated into intrinsic or extrinsic. While both intrinsic and extrinsic intentional learning are likely to result in similar learning outcomes, cultivating students' disposition of intrinsic intentional learning may have more beneficial long term effects than extrinsic intentional learning as it is one of the keys that sustain an individual's lifelong learning. Also, the technology that could facilitate intrinsic intentional learning will be discussed.