0:26 Hello viewers uh welcome to this NPEL
0:28 course on effective learning for
0:30 professional development.
0:33 So today we'll discuss about the first
0:36 module that is effective learning. What
0:38 do what do we mean by effective
0:41 learning? So as you know learning uh is
0:43 a lifelong process. It's a continuous
0:46 process and um it has been defined in
0:48 many ways. However, most of the
0:51 psychologist they define learning uh
0:52 learning is a process that brings
0:54 relatively permanent changes in the
0:58 behavior as a result of formal learning
1:00 experience etc. So here we can say that
1:03 learning brings relatively permanent
1:05 changes in the behavior and the changes
1:08 are very much positive in nature. So now
1:10 as we can see learning is a lifelong
1:11 process. So now here we are we'll be
1:13 discussing on effective learning. How
1:14 can we say that from learning to
1:16 effective learning that means the
1:18 changes that takes place in the human
1:21 behavior or organation's behavior that
1:23 relatively stays for a longer period of
1:26 times. So similarly learning as a change
1:28 in behavior versus a determinant of
1:30 changes in behavior. Learning definitely
1:33 when there is it's a relatively per it
1:34 brings relatively permanent change in
1:37 the behavior. So uh it is because of the
1:40 learning beh changes in the behavior
1:42 takes place. Whereas other other factor
1:44 is that learning is a determinant of the
1:46 changes in the body is a factor of or
1:49 reason of bringing the changes in the
1:51 behavior. Therefore the learning
1:52 involves some kind of change in the
1:56 organism human being and etc and which
1:58 is necessary but not sufficient for
2:01 observing the changes in the behavior.
2:03 That is without learning
2:06 changes cannot be ensured. But however
2:09 that uh that change is not enough like
2:11 observing that changes is not enough or
2:13 it's not sufficient for the learning to
2:16 takes place. So that is why learning as
2:18 an enduring change in the mechanism and
2:20 behavior. Learning takes place from time
2:22 to time from in the informal way formal
2:25 way. So in by observing other things by
2:28 learning intentionally or in in the
2:30 social uh in the social gatherings
2:32 everywhere learning takes place but just
2:34 observing uh learning changes by
2:37 observing uh the changes in the physical
2:40 way may not explain all the processes of
2:42 the learning. So learning uh learning as
2:44 an enduring change continuous change in
2:47 the mechanism of behavior it's called is
2:49 more of you know how to make the
2:51 learning more productive more effective
2:53 and more permanent.
2:55 So learning similarly so we are
2:57 discussing the you know definitions and
2:59 the meaning uh and the nuances of
3:02 learning. Similarly learning as a as a
3:04 contiguous causal effect of experience
3:07 on the behavior without in absence of
3:09 the formal learning formal learning also
3:12 suppose we are experiencing some uh some
3:15 new kind of things from or we are doing
3:18 we're working in a particular setup with
3:20 different skill set for a continuously
3:22 over a period of time. So learning also
3:24 takes place as a result of the
3:27 experience also and the causal effect of
3:28 because that there's a cause and effect
3:30 relationship is there and because of our
3:32 experience in a particular setup
3:33 particular workplace particular work
3:36 context. So because of that continuous
3:38 cause and effect uh relationship and
3:40 because of our experience also learning
3:42 takes place. So learning can be so thus
3:44 learning can be defined as a change in
3:46 the behavior of an organism that are the
3:48 result of the regularities in the
3:50 environment of that organism. That means
3:52 if regularly we practice something,
3:54 regularly we do something, perform
3:56 something and as a result of that
3:59 regular practices uh experiences etc
4:01 also learning takes place. So that is
4:03 why in order to say that learning is
4:04 learning has occurred two conditions
4:07 must be met two condition must happen
4:09 like far as that observable changes in
4:11 behavior like whenever learning takes
4:12 place mean definitely it brings some
4:15 changes modifications in our behavior in
4:17 thought processes in our actions etc.
4:19 that is observable change in the
4:20 behavior and second is that change in
4:22 the behavior must be due to the
4:23 regularities in the environment
4:25 repeatedly systematically in a
4:28 disciplinary way when we we perform we
4:31 uh we execute we practice and etc then
4:33 that regularity also is another factor
4:36 of learning to take place. So one is the
4:38 observable if there is an observable
4:40 observable changes in the behavior that
4:42 causes learning and another is that
4:45 there is there is a certain certain
4:47 regularities in the behavior change in
4:49 the behavior over a period of time in
4:52 the particular context. So then uh you
4:54 can say so that is why learning is seen
4:56 as an effect. So learning is seen an
4:58 effect is an impact is a result which is
5:00 observable in the change changing
5:03 behavior. So sometimes also so sometimes
5:06 also learning happens in a
5:08 nonassociation way. For example,
5:10 nonassociative learning takes place
5:12 refers to decrease in the intensity of
5:14 the response as a result of repeated
5:15 presentation of the stimula. Like
5:16 suppose we are being exposed to
5:19 particular stimulus uh regularly
5:21 regularly first for the first time when
5:23 it happens we it draws our attention but
5:26 repeatedly repeatedly if it happens then
5:29 it becomes uh it becomes uh that means
5:31 it we do not give so much of attention
5:33 to that it becomes nonassociative not
5:35 relevant for us. So like for example
5:37 when we particular environment some
5:38 ringing of the bail may initially may
5:42 cause some uh some it draws attention
5:44 may cause some concern etc but
5:46 repeatedly it happens then we ignore it.
5:48 So that is called the nonassociative
5:50 learning that we take it as though it
5:52 happens. So it decrease the slowly and
5:54 steadily decreases the intensity of the
5:58 response. Initial initial um um in
6:01 initial stage we may uh we may first of
6:03 all give draw it draws our attention we
6:06 give attent we give attention to that
6:07 what it happens etc. But with the
6:09 repeated pract repeated happening then
6:14 it intentions the intensity it's to
6:16 ignite the response decreases that is
6:19 called the nonassociative learning.
6:21 So learning is so learning is the effect
6:22 learning is the cause also. We have
6:24 already discussed learning because
6:26 learning causes the changes in behavior
6:28 and by observing the effect its impact
6:30 on our behavior we think we we think
6:33 that we assume that yes learning has t
6:35 has taken place. So these are some of
6:36 the definition. Now the functional
6:39 definition of the learning uh functional
6:40 definitions promote the development of
6:42 cognitive learning theories. When the
6:44 researcher they have started working on
6:46 the different dimension components and
6:48 definitions of the learning some says
6:50 that it's cognitive some says that it is
6:51 behavioral some says that it is
6:53 observable associative etc different
6:56 with with all these kind of various
6:58 diverse viewpoints then the learning
7:01 theories develop. So these these
7:02 definitions these functional learning
7:05 theories definitions are cognitive
7:06 definition of the learning like learning
7:10 as it is being defined as a mental uh as
7:12 a cognitive changes mental changes in
7:15 the mental structures mental constructs.
7:17 So that is the it is it is a this
7:20 definition says that it is it refers to
7:22 a specific change in the organism
7:24 organism a change in the mental
7:27 constructs means mental construct in
7:29 terms of our ideas in terms of our uh
7:31 knowledge in terms of our association in
7:34 terms of our representation of certain
7:36 things. So that can function as a
7:37 contiguous cause of the changes of the
7:40 behavior because these are the factors.
7:41 So these are the factors continuous
7:43 factors of bringing change in the
7:46 behavior. So it is considered as the
7:48 causal factors causal factors cause of
7:51 changes in the behavior primarily in our
7:53 mental structures mental structure
7:55 cognitive structure or construct like in
7:58 our thought process. Okay. So then
8:00 learning changes the physical structure
8:02 of the brain. So when learning takes
8:03 place there are also biological
8:05 neurologically also there are some
8:08 changes takes place in our brain uh
8:09 through the process of continuous
8:11 interactions because when the there is a
8:13 continuous interaction between the input
8:16 of information and the you know coding
8:19 then in input activation of the input
8:21 the information that we take then we
8:23 further process it. So some physical
8:25 changes also in the happens in the
8:27 structure of the brains that is because
8:30 of these continuous interactions uh like
8:32 uh we that means our interaction with
8:34 the stimulus then we we receive it then
8:37 we process it we think it and a
8:38 continuous interaction between the
8:40 learning component from the environment
8:42 and with our perceptions and
8:43 understanding. So because of the
8:46 continuous interactions also it brings
8:49 uh not only the changes in our ideas in
8:51 the constructs and etc but also in the
8:54 physical structure of the brain. So the
8:57 psychology of learning uh the primarily
9:00 focuses on so there are many theories
9:02 but the basic philosophy of the
9:04 psychology of learning that it focuses
9:06 on how people learn. Now here the
9:09 question is that yes it is sure that um
9:11 because of learning changes or
9:13 modification of behavior changes of
9:14 behavior takes place which is relatively
9:17 permanent. Okay. But how learning takes
9:20 place that is how people learn how they
9:21 interact with the environment in which
9:23 they learn there are what are there what
9:25 are the different mechanisms of learning
9:27 there are what are the different process
9:29 of learning and how do we learn it's a
9:31 long-term process a continuous process.
9:33 So the psychology of learning primarily
9:36 focuses on how people learn, how do they
9:38 remember, how do they interact with the
9:40 environments, all these know hows and
9:42 know why and know when all these kind of
9:45 processes process processing activities.
9:49 So that is very important for learning
9:50 understanding the impact of learning and
9:53 its impact on the brain.
9:55 Then next comes here uh to that is why
9:57 to sum sum up to summarize learning can
9:59 be described as a process by which an
10:01 individual it's a long-term process
10:04 continuous process uh by which uh we
10:07 acquire we acquire the novel ideas or or
10:09 the experiences from the situation we
10:12 when we are exposed to new experiences
10:15 new kind of situation uh contextual uh
10:18 you know factors etc then we try to
10:20 understand it summarize it and extract
10:22 the meaning out of it. So we acquire
10:25 novel ideas, new ideas from our
10:27 experiences from uh and from our
10:30 learning interactions. Then we retain
10:32 retains and applies the idea skills and
10:33 knowledge in solving the problems. Like
10:35 for example, whatever suppose we have
10:37 grasped, we have comprehended, we have
10:40 uh understood, we try to apply it in
10:42 different kind of situation. So that we
10:45 apply our ideas we apply our skills and
10:48 competencies. We applies our knowledge
10:51 uh in we apply and trust try to resolve
10:53 while apply it in our real life context
10:55 in solving the problems in confronting
10:58 the problems in analyzing the problems.
11:00 So that is we receive we understand we
11:02 comprehend then we try to practice it or
11:04 apply it for solving the day-to-day
11:07 problems. So it also modifies the
11:09 behavior it also modifies our behavior.
11:11 So by the experience gained in the past
11:13 and making the changes permanent. So
11:16 continuously when we learn we grasp new
11:18 things and we try to adopt it apply it
11:19 in our thought process in your
11:20 behavioral practices in our
11:22 manifestation etc. So slowly and
11:24 steadily in this that is why it's always
11:26 called that continuous learning brings
11:28 the permanent changes in the behavior
11:31 because whenever we receive and we grasp
11:35 we we try to uh integrate all these uh
11:37 sense is the themes it's a ideas and
11:40 thoughts in our practices in our
11:42 workplace practices in our personal
11:44 experiences that means personal or
11:46 day-to-day life problems problems
11:48 problem solving behavior so we practice
11:51 it so it modifies the behavior not only
11:53 it gives gives the ideas new ideas but
11:56 it also gives us the cues and clues to
11:58 translate it into our practice in in
12:01 solving the day-to-day life problems. So
12:03 as you can see this from this figure
12:05 like for example whatever we learn
12:07 definitely we learn certain things we
12:10 extract the themes get the meaning out
12:12 of it then the comprehend it then we try
12:14 to apply it whatever you have learned
12:16 we'll try to we'll apply it in the
12:19 particular situation uh in maybe that in
12:22 exploring the new environment new
12:23 concept understanding the difficult
12:25 concept or maybe in the workplace
12:27 context or in our day-to-day life in
12:29 solving the problems. So we try in two
12:31 three ways we'll try it. Okay. So apply
12:33 it and then we'll do it. Then actually
12:35 out of suppose out of three occasions we
12:36 practice it we execute it in one
12:39 occasion that we do it. So after doing
12:41 it after solving that problem after
12:43 practicing all these things again we
12:46 review it. That means we um you we
12:49 reflect on it. We try to analyze it and
12:51 that is called the we review it whether
12:54 that was the best way most uh effective
12:56 way most you know most cost effective
12:58 way as most successful way of doing the
13:00 things in that way or not. So like for
13:02 example whatever we study before the
13:04 exam whatever we study we learn uh learn
13:07 again one thing is that before exam we
13:09 practice it self practice it selfch
13:12 check it self self um testing our own
13:14 ability then suppose and after giving
13:16 the exam also we again review the
13:17 question paper question paper like to
13:20 what extent we have been successful in
13:21 answering the questions what will be
13:24 approximately our score etc. So after
13:26 doing or similarly the problems we solve
13:29 in by adopting one strategy then we
13:31 review it
13:33 then we review it. After reviewing if if
13:36 we find that no still there are chances
13:38 that it can be improvised still there
13:41 are uh you know opportunities still
13:43 there are possibilities of changing some
13:45 positive aspect then we review it then
13:48 again that review after review then then
13:51 again the the revised version gets again
13:54 we learn it. So in this process learning
13:57 whatever we learn we apply it do it
13:59 review it and again after review the
14:01 revised version the updated version
14:04 again we consolidate in our process
14:06 memory processes learning process so similarly
14:08 similarly
14:10 so that so learning is a continuous
14:12 process so ultimately learning is a
14:14 continuous process having the following
14:15 characteristics now these are the like
14:17 the learning we have just now discussed
14:19 about how learning takes place etc but
14:22 what are the outcomes of learning Okay.
14:24 What what are the results? What are the
14:27 impacts? What are the factors that uh
14:28 significant factors of learning? For
14:30 example, like learning is the is the
14:33 modification behavior. Yes, definitely.
14:34 Be it social learning, formal learning,
14:36 observational learning in whichever way
14:39 we learn, it brings modification in our
14:42 behavior. What is learning is purposive?
14:44 Always learning mostly learning is goal
14:46 directed. Goal directed purposive. That
14:48 means we learn certain things with an
14:50 intention with a goal and purpose. So
14:53 psychologist like Macdonald he stresses
14:54 that the purposeful nature of the
14:57 learning uh that is goal that means he
14:58 has developed also the theory that goal
15:01 oriented goal directed learning okay so
15:03 that means learning is goal directed
15:06 without goal and focus that is learning
15:08 learning is meaningless. So learning
15:11 always is purpose purposive and is
15:13 carried on by carried forward with a
15:16 goal. Again learning is a continuous
15:18 process knowingly or unknowingly whether
15:19 consciously we are learning it or
15:21 unconsciously learning it like
15:23 observational learning or casual
15:25 learning etc. Learning is a continuous
15:27 process. Sometimes we by intentionally
15:29 learn it because we think that is
15:31 important for for us but otherwise in
15:33 other times also in different occasions
15:35 also through observation etc also we can
15:38 also learn it and yes learning is a
15:40 universal phenomena. Learning is
15:41 universal. Learning takes place
15:44 everywhere across the across the uh
15:46 globe across the you know across the
15:49 living organisms across the culture
15:50 across the environment learning takes
15:52 place. So it's an universal phenomenon.
15:54 Learning is progressive and development.
15:57 Learning is always upward development.
15:59 Progressive that is towards moves
16:01 towards the positive change bringing the
16:02 positive changes in the behavior in
16:04 thought process in action. And learning
16:06 is transferable transferable because it
16:08 can be transferred from one section, one
16:10 situation, one context to another
16:12 context. Like suppose in class 8
16:14 whatever we have learned it, it will be
16:17 transferred to class 11 level thing. In
16:19 the past whatever we have learned in a
16:20 particular sector it will be transferred
16:22 it may be transferred to the next future
16:24 future learning. So learning is
16:26 transportable learning is physible
16:28 possible and learning is material
16:30 learning of the material things learning
16:32 of the subject matter learning of you
16:35 know different contextual experiences
16:37 all these things it facilitate it
16:40 facilitates or it facilitates learning
16:41 sometimes it facilitates if they are
16:44 aligned or they are similar kind of
16:47 thing. Sometimes also it inhibits that
16:49 means it uh hinder hinders or it
16:51 obstructs maybe that's like that is the
16:54 kind of again causes of the forgetting
16:56 also comes in there. Learning is
16:58 transferable provided we have invested
17:00 time we have learned properly
17:02 comprehended properly. Uh you know we
17:04 have extended it up to its application
17:08 and we have analyzed it further so that
17:11 it gets consolidated and that transfer
17:12 transfer of learning will be way more
17:15 helpful and positive. But if we learn it
17:18 in a very you know very lucy but then
17:20 very simple way a low level a shallow
17:22 level then it may or may not be
17:24 transferred in that positive way but it
17:27 may also interfere also. So learning
17:29 includes all the three aspects of the
17:31 human behavior. Learning are all the
17:33 three aspects of human behavior like
17:35 learning learning brings changes in our
17:37 thought processes. Learning brings uh
17:39 changes in our attitude, in our emotion,
17:42 in our behavior, in our motivation etc.
17:44 and in performance also performance also
17:46 in learning can bring changes. So
17:48 learning affects all our thoughts,
17:51 cognition, affection and uh behavioral aspect.
17:52 aspect.
17:54 Now then coming to the learner's uh
17:56 characteristic, learner characteristics.
17:59 So learning is a process. Now learner is
18:01 the major stakeholder is the key as the
18:04 nucleus or the of the of the whole
18:06 learning process and activity. So
18:08 learner characteristics like consist of
18:11 many aspects like suppose uh we I am the
18:13 learner then it is the learner the human
18:15 being is the composition of many
18:16 psychophysical traits. So learner's
18:18 characteristics is that first consider
18:20 the personal characteristics his
18:21 demographic information his age
18:24 maturation stage each background
18:25 cultural background all these is
18:27 personal characteristics. Then academic
18:29 characteristics comes in his prior
18:31 knowledge whatever then what is his
18:34 current uh state of knowledge at what
18:36 stage developmental stage he is what
18:38 what is his uh previous learning what
18:41 are the learning goals that is
18:43 integrated in these things. What are the
18:46 his pri prior knowledges and whether he
18:48 has um you know what type of educational
18:50 level is level is in or type of
18:52 education whether technical
18:54 non-technical his prior knowledge
18:56 previous knowledge background what are
18:57 his learning goals whether individual
19:00 goal or group goal all these are the
19:02 academic characteristics okay now
19:04 thereafter the social and emotional
19:06 characteristics related to the group uh
19:08 or the individual like social that is is
19:10 your social characteristics emotional
19:12 characteristics either embedded in in in
19:14 the group or the individual has got. For
19:16 example, the social emotional
19:18 characteristics you know like for
19:20 example in the group like uh where the
19:22 individual uh within the group is his
19:24 sociability, his self-image, his
19:27 self-efficacy, his mood, his
19:29 preparedness, his willingness to learn,
19:31 his willingness to collaborate uh you
19:33 know his self-esteem all these things
19:36 are some individual factors and some
19:37 group factors and how the person behaves
19:39 in the group. So these are the social
19:41 emotional factors are the
19:43 characteristics. Thereafter finally you
19:44 come to the cognitive characteristics.
19:46 Cognitive characteristics like his
19:48 attention span, his memory, his mental
19:50 procedures, his level of intellectual
19:52 skills like um understanding,
19:54 comprehending the thing, memorizing,
19:57 remembering the things and knowows of
19:59 the how to solve the problem, how to do
20:02 what to do, what with what type of
20:04 content. So how the learner perceives,
20:06 remembers, things, solves problems,
20:08 organizes or represents the information
20:10 in his or way you know like all the
20:13 processing things then how do we present
20:15 it. So all these are the cognitive
20:17 characteristics of the learner
20:19 you know you here the learner
20:20 characteristics have been defined like
20:22 you know what what type of what are the
20:25 varieties diversityities are there. So
20:27 that these are the learning uh you know
20:29 learning uh learning digital learning
20:31 platform prior knowledge is there
20:34 learning learners goal is there t then
20:36 technological access is there then
20:38 learning you know context is there
20:40 environment is there all these factors
20:44 integrate and that integrate and be a
20:45 part of the learner's characteristics
20:48 how much technological exposure is there
20:50 what is the learning context is there uh
20:53 digital uh digital digitally native digital
20:54 digital
20:56 um savviness is there or not prior
20:59 knowledge all these factors core factors
21:01 rather it determines the cognitive
21:03 characteristics of the learner
21:06 so so the group again individual
21:08 learning self-arning
21:09 differs a little bit from the group
21:12 setup group setup group learning so so
21:14 there are different large differences
21:15 between the characteristics of the
21:17 different learners in the individual
21:19 context and the group context so
21:21 depending on their developmental stage
21:23 now these groups also differs in their
21:24 motivation ition in their prior
21:26 knowledge in terms of their expertise
21:28 level in terms of their physical
21:31 abilities, study times etc. So learners
21:34 also differ uh in terms of their level
21:36 of motivation their prior knowledge
21:38 their study time regularity or effort
21:41 they put their expertise and their
21:44 capabilities also. So the differences
21:45 within the learner characteristics have
21:47 an impact on the structure of the
21:48 instruction the degree of the support
21:49 and the guidance of the learning
21:52 processor. So according to that is why
21:54 with according to the learner
21:56 characteristics learner readiness
21:57 learner preparedness learner
21:59 developmental stage the instructional
22:01 processes processes instructional
22:03 processes curriculum etc are being
22:06 designed designed whether it means how
22:07 to match it with the learner's
22:10 developmental stage his mental readiness
22:12 his uh background and his existing
22:15 knowledge prior knowledge etc etc. So
22:17 learning learning and instruction the
22:19 instructional pedagogy curriculum should
22:21 match with the learner's
22:23 characteristics. So that is learning
22:24 characteristics are highly individual
22:26 and vary from every learner. Like in the
22:29 classroom of 50 students each and every
22:31 learner is different. His learn thinking
22:33 style, learning style, his memory
22:35 ability, his application knowledge
22:37 everything will be different because
22:39 every learner is unique and he is having
22:43 his unique characteristics. So and the
22:44 with the in the classroom of the 50
22:47 students how to deal with these 50
22:49 students learners uh catering to their
22:52 individual individual characteristics
22:55 individual um in individual needs
22:57 individual needs needs mean psych
22:59 psychosocial needs educational needs
23:02 emotional needs etc. So therefore it is
23:04 a therefore the instructional designers
23:07 instructional designers uh you know they
23:08 must constantly deal with these new kind
23:10 of differences diversity that exist
23:13 among the learners and must take the
23:15 decisions as to what characteristics of
23:17 the target group or the audience group
23:19 are the most important when delivering
23:22 or designing the instruction.
23:25 Okay. So uh now the then thereafter
23:26 comes the learner's readiness whether
23:29 the learner is ready for uh this uh
23:31 lesson or not ready for the classroom
23:33 ready for the uh for taking of this
23:37 lesson or the curriculum u or lessons of
23:39 the curriculum or the for they prepare
23:40 for the examination in the classroom
23:44 activity or not. So how why and how they
23:45 should be ready learner readiness means
23:48 mental preparedness willingness and
23:49 attention everything that is that is
23:52 learners readiness. So learners are able
23:54 to actively and effectively
23:57 control and monitor their motivation,
23:59 cognition and the behaviors and
24:02 successfully complete uh successfully
24:04 complete the target uh academic skills.
24:07 When the learners are willingly capable
24:10 of and readily ready mentally ready and
24:12 they are active and effectively they can
24:15 monitor control their
24:18 cognitive behavior, motivation and they
24:19 are primarily focused toward the
24:22 academic skills and the task. So that is
24:23 called the that is one important part of
24:26 the learner's readiness. Then often it
24:27 is also defined as the ability of the
24:28 learner to acquire the knowledge and
24:30 initiate the behavior change which lead
24:32 to effective successful learning
24:33 outcome. Like for the first thing is
24:35 that to our extent the learner has
24:37 acquired the knowledge and ability has
24:40 the capacity and ability to grasp it uh
24:43 to uh to understand it grasp it and then
24:45 to practice it then to translate it into
24:47 behavioral changes then to initiate the
24:50 behavioral changes and that is the
24:52 translate it apply it in the day-to-day
24:54 activities or the behavioral changes.
24:56 That means the learner is able to not
24:58 only acquire the knowledge but he has
25:00 the ability and capacity to translate it
25:02 or to put it into the practice. That is
25:05 another thing. Then learners uh then
25:07 also determines the learner's autonomy
25:09 and self-efficacy. How autonomous that
25:11 means independent the learner is. He can
25:12 independently learn. That is learner's
25:15 autonomy. Freedom autonomy independent
25:18 self-efficacy. He has the ability he is
25:19 capable of doing certain things. That is
25:23 self-efficacy is individual efficiency.
25:25 Then self-regulation. He can monitor his
25:28 own learning. He can understand it. He
25:30 can change it. He can regulate it. He
25:31 can control his study behavior. So
25:33 self-regulation or self-directed
25:35 learning. When we talk about the some
25:37 students like you know high secondary
25:40 students or um higher education students
25:42 they're very much focused and self-arner
25:44 means they not only understand the
25:46 content but they can reg monitor and
25:48 regulate their own behavior. So that is
25:50 called that there. So they decide what
25:52 to do with the content, when to do, how
25:55 to how to prepare for it, how to or how
25:57 to achieve the success, how to map it,
26:00 my map my um progress, all these things
26:02 like self-directed learning primarily
26:04 adult learners. So every moment whatever
26:07 they're learning, they they're not just
26:09 receiving it, preparing it, but also
26:11 reflecting on it. So self-directed
26:14 learning learner's attitude some and
26:16 beliefs towards expected learning
26:19 outcome like they also assume that what
26:20 would be the ultimate what would be my
26:23 result what would be the learning gain
26:24 what would be the learning outcome from
26:26 this from this course particular course
26:29 that I'm I have taken up and so again
26:31 learner's intellectual character his
26:33 capability is mental ability capac
26:36 capability of understanding a subject
26:38 like whether he's will he's very
26:40 comfortable in technical subject science
26:42 subject, mathematical subject, how or or
26:46 he's very uh very you know very sharp in
26:48 understanding and remembering the
26:49 historical events, geographical
26:51 geographical data, all these things. So
26:53 that is the learner's intellectual
26:55 character and the learning strategies he
26:57 adopt. So all these are also again
26:59 important factor. Learner's autonomy,
27:01 self-efficacy, self-regulation. Uh
27:03 whether he's an independent learner to
27:04 self give the direction to his own
27:06 learning and he has the learner's
27:08 attitude and his positive attitude
27:09 towards learning. Even if it doesn't
27:11 matter how difficult the uh difficult
27:13 the subject is. The learner is you know
27:15 determined to overcome all these things.
27:17 He's he has a very positive uh attitude
27:21 and he puts uh effort on the on this. So
27:23 this is and self-regulated learning is
27:24 refers to the learn learn learning
27:26 strategies both as action and the
27:28 process. So when the learner reflect on
27:30 his reflects on his own learning
27:34 processes thought processes. So he
27:36 analyzes it, analyzes, reflects his
27:39 analyzes it and also in order to improve
27:41 it, in order to rectify his strategies,
27:45 he also take some actions that is both
27:46 in both in terms of action that if he
27:49 feels that no this this methodology this
27:51 strategy has not helped me a a lot then
27:53 I have to change the process of
27:54 understanding maybe he has started
27:57 something uh something different
27:59 strategy of you know writing down the
28:01 notes taking the notes or maybe uh
28:03 demonstrating ing it explaining your or
28:05 applying the cognit the concept mapping
28:08 method some other method strategy to to
28:10 retain more information and perform
28:12 better so that also that depends on the
28:15 self-regulated self-regulation
28:17 uh of the self-regulated abil ability
28:19 self-regulation of the learners that is
28:22 self-regulated refers to the learning
28:24 strategies both as an actions and the
28:27 processes what action I need to take and
28:29 how should I do it how should I change
28:31 how should I prepare myself which are
28:32 directed towards the acquisition of the
28:35 target information. My goal is to secure
28:39 suppose as 85%. Then now in with present
28:41 existing practices I'm getting the 60%
28:42 score. Then how what should I do in
28:44 whichever way which strategies in
28:47 whichever way I should prepare myself so
28:51 that I can get 85%. So from time to time
28:54 he's evaluating, reflecting, analyzing
28:56 his own performances, giving the self
28:58 feedback and then changing the
29:01 strategies so so that she can he or she
29:04 can get the more marks more secure more.
29:05 So that is called a self-regulated
29:09 behavior. The learner monitors,
29:12 analyzes, maps his or her performances,
29:15 formulate the strategies, apply it, then
29:16 see the results from time to time. So
29:19 that his all his learning strategies and
29:20 performances are being evolved in the
29:22 process of
29:25 so then uh then comes the learner's
29:27 motivation. So motivation is the most
29:30 important factor. Uh so sometimes
29:32 motivation primarily are two types
29:33 primarily that is one is extensive
29:36 motivation. we learn study something
29:39 prepare for for examination is that
29:41 because our goal is to get a good mark
29:45 or good grade or so uh secure the um uh
29:47 certificate or credential etc. one
29:49 another another thing is that uh we
29:51 learn because we love to learn it
29:53 because we like the subject because we
29:56 love to go into the depth of that
29:58 subject so motivation can be intrinsic
30:00 that is because we love we like to we
30:02 love I love literature I love philosophy
30:04 all these things that is why and is more
30:07 I'm more passionate about learning
30:09 certain things uh that is because of our
30:11 my intrinsic motivation I my liking
30:13 special liking for a subject or I'm
30:14 learning it because I have to gain
30:16 certain certificate some credentials
30:18 from degrees etc. that is the external
30:21 factors. So learning so but both the
30:23 ways both the intrinsic and in extrinsic
30:25 motivations are complemented to each
30:28 other. So the criteras of learning are
30:30 like for example
30:31 uh criteras of learning like learning
30:34 involves change. Learning endures over
30:35 time. Learning definitely is followed by
30:40 the changes. Learning endures over time
30:42 over the time over the long run it's a
30:44 long run long term. And learning occurs
30:46 through experiences.
30:48 Through experience also from experience
30:50 also we gain more thing. Learning is an
30:54 active activity of construction. Uh
30:55 always learning is positive. Learning is
30:57 positive, constructive, progressive all
31:00 kind of things. So and learning is
31:02 handled with uh in the context of
31:04 others. In group context also learning
31:06 takes place and it is driven by the
31:08 learner's agency. Learner agency that
31:10 the ownership the ownership of the
31:13 learner himself. So I think uh I should
31:15 con conclude here right now in the next
31:17 class we'll continue with the other
31:19 slides other definition and other
31:21 aspects of the effective learning. Thank
