Intentional learning: A concept analysis

Mollman, Sarah; Candela, Lori

doi:10.1111/nuf.12222

Cited by 11 publications

(5 citation statements)

References 17 publications

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“…Intentional learners are portrayed by Cholbi (2007) as highly self-aware people who want to live up to high standards and gain self-esteem from achieving learning objectives after persistent effort. When faced with academic challenges, intentional learners build learning strategies and exhibit high degrees of accountability and control over their learning processes (Mollman & Candela, 2018). For intentional learners who enjoy solving problems and are driven to develop the expertise, they can impart to others, a loosely structured learning environment with a wealth of content is appropriate (Cholbi, 2007).…”

Section: Intentional Learningmentioning

confidence: 99%

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Developing Intentional Learning Skills Among E-Commerce Student—Action Research in Metacognition Through Reflective Learning Log

Kheng¹

2023

IES

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Intentional learners are self-directed people who take charge of their education, whether in a setting or an informal setting. Learners who practice intentional learning skills choose their learning methodologies and organize their studies in accordance with their interests, preferences, and speed. This study embarks on the following objectives: (i) To look into ways how to scaffold intentional learning experiences among the student and ritualize the intentional learner’s mindsets and best practice skills, (ii) To investigate the effects (through a reflective learning log) of intentional learning skill of student on their study habits and attitudes toward learning, and, (iii) To examine their critical reflection log while they are studying E-commerce module which is underpinned by the intentional learning paradigm and Hatton and Smith’s framework. In this qualitative study, data from 140 students in three classes of E-Commerce were required to write reflections that would be used to determine final grades using the reflective learning log. In order to support students’ purposeful learning development as they join the job market, the study’s findings strongly imply that they urgently need to strengthen their reflective writing skills while enrolled in higher education. The undergraduate must also be given the fundamental tools necessary to shape them into purposeful learners through exercises in reflective learning. The Hatton and Smith reflective framework worked well for categorizing written reflections and making the reflective learning log evaluation less subjective. This study brought to light the fact that many business students were unfamiliar with the genre of reflective writing and that this genre needed to be explicitly taught in the relevant course. Hence, to support students’ purposeful learning development as they join the job market, the study’s findings strongly imply that they urgently need to strengthen their reflective writing skills while enrolled in higher education.

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Section: Intentional Learningmentioning

confidence: 99%

“…These definitions of intentional learning point to the learner who directs their own learning from the start through goal mastery. These learners have faith in their capacity to learn and assess it throughout the entire cognitive process to ascertain they are on track to meet their objectives (Mollman & Candela, 2018).…”

Section: Intentional Learningmentioning

confidence: 99%

Developing Intentional Learning Skills Among E-Commerce Student—Action Research in Metacognition Through Reflective Learning Log

Kheng¹

2023

IES

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“…Through the metamorphosis of intentional learning, learners develop the requisite skills to actively participate in, self-direct and regulate their learning so they can master the content and achieve their objectives. The foundation of intentional learning competency is to cultivate intrinsic motivation and self-efficacy in learning and continue to develop that competency in a lifelong manner (Mollman & Candela, 2018).…”

Section: Conceptual Definitionmentioning

confidence: 99%

“…(3) a learner begins with the learning outcome in mind, realize the efforts required to unlearn, learn and unlearn with high valence; (4) learner able to master the learning content and learning objectives; and (5) learner able to exercise self-regulation and accountability in learning (Mollman & Candela, 2018).…”

Section: Operational Definitionmentioning

confidence: 99%

Extant Corpus on Intentional Learning Skill and Reflective Learning Log

Kheng,

Nordin,

Jani

2023

IES

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Intentional learning consists of the ability to learn how to learn, develop critical self-awareness and exercise full accountability for learning. It is highly effective in producing effective learners in a loosely structured learning environment in line with today’s student-centric teaching-learning paradigm. Intentional learning equips students with the necessary skills to actively participate in, self-direct, and regulate their learning so they can fulfill their goals. Through this metamorphosis, students develop intrinsic motivation and self-efficacy for learning, laying the groundwork for lifelong learning capability. The foundational framework of intentional learning is: (1) Learner’s trust and confidence in their learning capacity; (2) Learner highly engage in one learning and possessed critical awareness of what and how to learn; (3) Learner begins with the learning outcome in mind, realize the efforts required to unlearn, learn and unlearn with high valence; (4) Leaner able to master the learning content and learning objectives; and (5) Leaner able to exercise self-regulation and accountability in learning.

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“…Incidental learning has been defined as learning which apparently motive or a specific formal instruction and set to learn the activity or material in question [13] .…”

Section: Advantages and Disadvantages Of Incidental Learningmentioning

confidence: 99%

The Teaching Methods and Strategies of Vocabulary for Beginners in Mainland China

2022

FER

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The study investigates approaches and strategies for teaching vocabulary to students in Mainland China and compares the similarities and differences of a variety of teaching approaches as well as discussing the effectiveness of each of them. Literature review is used as a research method and offers an overview of different types of reviews. The analysis showed a strong correlation between teaching approaches and effectiveness of vocabulary acquisition of students in Mainland China.

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Intentional learning: A concept analysis

Cited by 11 publications

References 17 publications

Developing Intentional Learning Skills Among E-Commerce Student—Action Research in Metacognition Through Reflective Learning Log

Developing Intentional Learning Skills Among E-Commerce Student—Action Research in Metacognition Through Reflective Learning Log

Extant Corpus on Intentional Learning Skill and Reflective Learning Log

The Teaching Methods and Strategies of Vocabulary for Beginners in Mainland China

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