Learning Self-Analysis

I thought that I was a slow learner. My friends and acquaintances seem to have knowledge and experience I do not know. I am now aware that I am a protected learner. My sensory input is limited. It is limited to my parents, teachers, missionaries, and even my spouses that I have seen, read, heard, and done things. It seems that it was limited to textbooks, reading of the Bible, children's books, and is a new life adventure. I have new wishes, dreams, goals, and ideas.

We are all one student and learner; We know that we can not create educational software unless we pour real thinking and energy into analyzing our best learning method . This self-analysis and self-recognition is the basis of our purpose. There are a number of issues that need to be addressed: from limited time available for learning to long-term cryptic feedback loops, these feedback loops are trapped in the textbooks required for the age of darkness and lose their motivation. I retreat and move the ancient educational system deeply rooted in past culture

There are mainly two types of prediction phase. Task analysis and self-motivation. Task analysis includes goal setting and strategic planning. Self-motivation arises from beliefs about student learning, such as self-efficacy for individual learning ability and expected outcome for individual results of learning. Goal setting is considering what needs to be achieved and how to achieve it within a certain time period. In order to set goals, the learner needs to have some knowledge of what the result should be, so setting a goal requires a basic understanding of the information that needs to be learned. Goal setting is important as it increases motivation and motivates learners to achieve specific learning objectives. It is important to achieve goals that can be achieved. Therefore, the configuration goal can not be too high or too low; it should be in the field of your acquisition and success.

Self-adjusting learning is a way of thinking, including learning motivation, ability to set individual learning goals, and ability to participate in self-monitoring learning process. Self-coordinated learners often show strong responsibility to the learning process and are responsible for their learning. They take on intellectual risk, face challenges and learn from failure. They can organize and rearrange the information, interpret the information in new ways, and create their own ideas. Self-coordinated learners show meta-cognitive consciousness (to understand factors affecting their learning) and cultivate skills and confidence necessary for becoming an effective learner.