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003			ZW-GwMSU
005			20210427095124.0
008			210427b ||||| |||| 00| 0 eng d
022			_a00049441
040			_aMSU _cMSU _erda
100	1		_aHung, Woel _eauthor
245	1	0	_aIntrinsic and extrinsic intentional learning : _bthe difference made by self determination / _ccreated by Woel Hung
264			_aLos Angeles _bSage _c2014
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAustralian Journal of Education _vVolume 58 , number 1 ,
520			_aIntentional learning occurs in formal and informal settings throughout an individual’s life time. Intentional learning can be deemed as an ideal learning process where all the necessary elements for achieving a goal of effective learning are in place and in order. Intentional learners take an active role in and responsibility for their own learning, and they self-plan, execute, monitor and regulate their learning processes as well as learning strategies. Most importantly, intentional learners are willing and committed to reaching the learning goal. At its occurrence, intentional learning could be triggered by an external suggestion or guidance (e.g. teacher’s explanation of the importance of the subject), or internal factors (e.g. intrinsic interests or personal needs through self-evaluation and self-determination). Thus, intentional learning could be further differentiated into intrinsic or extrinsic. While both intrinsic and extrinsic intentional learning are likely to result in similar learning outcomes, cultivating students’ disposition of intrinsic intentional learning may have more beneficial long term effects than extrinsic intentional learning as it is one of the keys that sustain an individual’s lifelong learning. Also, the technology that could facilitate intrinsic intentional learning will be discussed.
650	4		_aIntentional learning
650	4		_aSelf-determination
650	4		_aEducational technology
856			_uhttps://doi.org/10.1177/0004944113517832
942			_2lcc _cJA
999			_c156735 _d156735