acceleratedlearning.pdf

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EFFECTIVE LEARNING
SERVICE
University of Bradford, School of Management,
Accelerated Learning
Accelerated learning and effective learning are interchangeable ideas.
There are three main elements at the heart of becoming an effective
learner:
1. MOTIVATION
Effective learners are
clear and honest with
themselves about their
reasons for learning;
reasons that sustain
them when the going
gets tough.
2. REFLECTION
Effective learners think
critically about what &
how they learned, the
ways they could use the
knowledge, and what
they might do to learn
more effectively in the
future.
3. EFFECTIVE
LEARNING
TECHNIQUES
Effective learners have
developed a range of
study techniques that
save time, effort and
connect with their skills
& personalities.
This workbook will look at each of these, but will focus on developing
effective learning techniques that connect with your skills and personality.
Effective Learning Service
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University of Bradford, School of Management,
Accelerated Learning
1. MOTIVATION
Being clear about reasons for choosing a particular learning activity is one
of the key elements in becoming an effective learner. If you are unclear
or unsure of your reasons for starting a particular course of learning, you
may become quickly disillusioned and disinterested in your studies.
There are three main connecting reasons why adults voluntarily
participate in formal training or education:
Goal Oriented
Motivation
Social & Activity
Oriented
Motivation
Learning Oriented
Motivation
Specific Goal Oriented Motivation:
this is about having clear
external or extrinsic objectives in mind for learning, e.g. to gain a
qualification; learn a specific skill for work purposes.
Social & Activity Oriented Motivation:
this is about meeting
others with similar interests in a structured and dynamic way;
learning offers a good chance to meet new people and learn from
each other.
Learning Oriented Motivation:
many students are also drawn to
education because they want to study subjects that
really interest
them;
the intrinsic interest in a subject tends to be the primary
motivator.
The reasons for learning can be mixed, but one reason may dominate
over others, although this can change over time.
What are your reasons for starting the course you are on?
Complete the questionnaire that follows:
Effective Learning Service
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University of Bradford, School of Management,
Accelerated Learning
MOTIVES FOR STUDY IN HIGHER EDUCATION
Look through the reasons for learning in both columns below, and rank them in
order of importance to you. If an item listed is completely irrelevant to you, ignore
it.
COLUMN ONE
From my university study I want to:
Ranking
Gain an advanced qualification
Achieve a good class or classification of degree
Improve my career opportunities generally
Be able to find a well-paid job
Develop professional business skills
Experience life as a student
Meet & work with a wide range of people
Develop a wider set of life interests
Other reasons (say what they are):
COLUMN TWO
From my university study I want to:
Ranking
Improve my ability to think and reason
Push myself intellectually to the limit
Gain more personal confidence
Become more knowledgeable about life generally
Try out new things
Gain a deep understanding of business subjects
Look at life, people & situations in new & different ways
Develop my ability to solve problems
Other reasons (say what they are):
Effective Learning Service
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University of Bradford, School of Management,
Accelerated Learning
What are the four most important things you want from your time at university (usually
the ones you rated 1 & 2 from each column)?
Column 1
1
1
Column 2
2
2
1. So, what do you think you
have to do
to achieve these four main goals? Write
in the space below. These may be, for example, the main challenges to you or
for you in achieving these goals:
Effective Learning Service
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