Self-learning skills

from Wikipedia, the free encyclopedia

The self-learning competence (English personal learning ) is to be assigned to the human competence as well as to the method and learning competence . Self-learning competence represents the ability to initiate and organize self-determined learning, taking into account one's own strengths and weaknesses . It encompasses cognitive skills such as thinking , knowledge , problem solving , knowledge and intellectual skills, for example the design and application or implementation of learning methods . Furthermore, manipulative and motor skills can be developed through self-learning skills. In the process of self-determined learning, permanent values ​​also arise. Components of self-learning competence are, for example: reflexivity , self-regulated learning , self-motivation , perseverance , willpower and effective information processing as well as the ability to present work results. The ability to learn independently can be developed and further developed with or without an educational institution .

Self-learning skills are closely linked to human and planning skills . The self-learning competence is divided into three sub-areas: self-motivation, learning method competence and reflexivity.

Self motivation

Self- motivation forms the basis of self-learning skills . Anyone who wants to acquire knowledge must be motivated to start and - above all - to continue learning. To do this, the learner must be aware of a goal. In the course of lifelong learning, the focus is on motives such as a wide range of possible applications, opportunities for advancement and recognition in everyday life and at work. Self-learning programs must be presented and delimited thematically in detail. Furthermore, possible applications should be described and given. The material should be coordinated and certifiable, especially with regard to working life.

Learning method competence

Learning competence is the primary means by which learning material targeted and to be able to effectively capture. Especially when dealing with the abundance of important and unimportant information, the learner needs media skills , structuring ability and definition of goals.

Media competence includes reading scientific texts, researching libraries and search engines as well as using internet portals and forums. Fears of the threshold often have to be overcome, especially with regard to new media. However, dealing with academic texts is also a barrier for learners. The processing procedure is often unstructured and must first be learned with great effort. At this point it must be pointed out that there is no such thing as “the text method” or generally “learning method”. Everyone has to find out their individual approach - their own rhythm and the place of learning. However, it has been found that it is helpful for learners to discuss scientific texts in groups. In this way, the individual notices which content is important, in which directions it can be interpreted, and approaches can be discussed.

When selecting and interpreting the texts, the learning objective must not be pushed into the background. Otherwise, learning is too much in the direction of personal preferences. This can lead to a restriction of the previously mentioned application possibilities. In the long run, this reduces motivation and self-directed learning is doomed to failure. A lack of media skills can also lead to a loss of motivation. It has been shown that a mixture of learning groups and opportunities to retreat best motivates the learners and has also produced the greatest learning success in terms of methodological competence.

Reflexivity

Under reflexivity observation and analysis capabilities are understood, promote the structuring capabilities and lead to safe behavior. Of particular importance in this regard is the practice with respect Theoretical knowledge is applied, possibilities and limitations are experienced. Thus the knowledge is reconsidered, restructured and internalized. This can lead to permanent use.

If a learner feels unsure about their own observations and analyzes, it is helpful to bring in a second person with whom the findings can be discussed together.

See also

literature

  • Rolf Arnold, Claudia Gomez Tutor, Jutta Kammerer: Self-learning skills put to the test: an empirical study on the importance of different skills for self-directed learning; Working paper 2 of the research project "Self-learning ability, educational professionalism and a change in learning culture". (= Educational materials from the University of Kaiserslautern. 14). Kaiserslautern 2002.
  • Dieter Euler: Self-directed learning in vocational training. Stuttgart 2006.
  • P. Faulstich, D. Gnahs, S. Seidel, M. Bayer (Hrsg.): Practical handbook self-determined learning, concepts. Perspectives and instruments for vocational education and training. Weinheim 2002.
  • H. Forneck, U. Klingovsky, S. Robak, D. Wrana: Network for the implementation of a self-directed learning culture in adult education. Final report. Giessen 2005.
  • U. Horst, KP Ohly (Ed.): Lernbox. Learning methods - work techniques. Seelze / Velber 2000.
  • Bettina Hugenschmidt, Anne Technau: Methods at your fingertips . Stuttgart / Düsseldorf / Leipzig 2002.
  • B. Hungerland, B. Overwien (Ed.): Competence Development in Change. On the way to a new learning culture? Wiesbaden 2004.
  • H. Jonas: Learning method competence. In: Computer lessons. 4, 2003, pp. 6-11.
  • A. Kaiser (Ed.): Metacognitive foundations of self-regulated learning and their practical implementation. Munich 2003.

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