Learning to learn: preparing students for an information-centered century

Students who enter the information-centered world of this century must be prepared to learn on their own. Learning skills and motivation for lifelong growth are crucial for coping with the continuous challenge of information flow.

Several recent studies support the hypothesis that learner-centered technologies facilitate task-related motivation and provide social support for students (Bonk & King, 1998; Järvelä, 1998; Niemivirta & Hakkarainen, 2000; O’Malley, 1995; Scardamalia & Bereiter, 1996).

From a motivational perspective, thematically structured classrooms support the clarification and pursuit of learning goals (Ames, 1992; Blumenfeld and others, 1991). In such an environment, teachers emphasize the qualitative phases of the learning process in reiterative, formative progress toward conceptual goals. Assessment of these processes takes on greater importance than the development of concrete products and summative evaluations of the performance.

In other words, students thrive when classrooms and technologies are built around the learner — nurturing motivation and goal-directed habits by valuing the process of learning over the final product.

Published by the LearningUni team. Back to the blog