Inclusive Learning and Educational Equity 5
Comparing Self-Determined and Expert Learners
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- 2.3 Characteristics of Expert Learners in the Context of Inclusive Education
Comparing Self-Determined and Expert Learners
help us to demonstrate how self-determination and expertise in learning are strongly related. Self-directed learn- ers are on their way to becoming the experts of their learning processes (Biemiller & Meichenbaum, 2017 ). Comparisons among self-determined and expert learners’ qualities reveal self- determination theory as a solid theoretical background for expert learners’ conception. Having the sufficient theoretical basis for the concept of expert learners (see Fig. 2.1 ), we begin to search for significant characteristics of expert learners that could help us identify key milestones that each student can aspire to become the best he or she can be. J. Navaitien ė and E. Stasiūnaitienė 37 2.3 Characteristics of Expert Learners in the Context of Inclusive Education The COVID-19 pandemic has disrupted schooling; therefore, inclusive education and development of expert learners must continue. Internals of expert learners should be interpreted with openness to diversity, change, and inclusive values sustainability. According to Schwartz and Manning ( 2018a , b ), active participation in learning processes distinguishes expert learners from classmates. We consider here several key differences of expert learners to reveal their dissimilarities wider. Expert learners notice faster and understand deeper meaningful information. They organize information into domains around basic concepts more successfully. Their knowledge is not simply a list of facts and formulas relevant to some field. Consequently, expert learners organize, represent, and interpret information in more efficient ways. They more often mind the context of the applicability of knowledge. Expert learners make less attentional efforts when learning because learning mate- rial functions as a cognitive stimulant (Posner et al., 2010 ). They are more flexible in new situations. They are more likely to have metacognition (the ability to monitor their level of understanding and determine its adequacy). Expert learners want to learn deeply and know better how to learn and how they learn best. In the minds of expert learners, both the problem and possible problem-solving strategies connect more strongly. When faced with a problem, they apply the known information and remember similar issues and strategies for solving them efficiently. The readily working retrieval system is specific for expert learners because they use short-term and long-term memory more efficiently without memorizing each piece of information. Expert learners use stronger self-monitoring skills and better self-knowledge because they are more aware of when to verify the solutions, recognize their Download 5.65 Kb. Do'stlaringiz bilan baham: |
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