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intentional learning

Intentional learning is the "persistent, continual process to acquire, understand, and use a variety of strategies to improve one's ability to attain and apply knowledge" (American Accounting Association, 1995).  According to Bereiter & Scardamella, 1989), intentional learning refers to "cognitive processes that have
learning as a goal rather than an incidental outcome."

The intentional learner is someone who:
  • is motivated to learn
  • takes responsibility for learning
  • actively engages in strategies that facilitate learning

Although the intentional learner is self-directed, instructors can help create environments better suited for intentional learning. An intentional learning environment is one which fosters activity and feedback and creates a culture that fosters metacognition, i.e., one in which the learner becomes aware of his or her learning process and can use to tools (mental or technological) to enhance this learning process. According to intentional learning theory, it's less important for the learner to pass tests than it is for the learner to be able to organize and apply knowledge. (Bereiter & Scardamalia, 1989).

American Accounting Association (1995). Intentional Learning: A Process for Learning to Learn in the Accounting Curriculum. Sarasota, FL: American Accounting Association. Retrieved from https://aaahq.org/AECC/intent/index.htm

Bereiter, C. & Scardamalia, M. (1989). Intentional learning as a goal of instruction. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 361-392). Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved from http://ikit.org/fulltext/1989intentional.pdf