Learning contract: Difference between revisions
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== Introduction == | == Introduction == | ||
According to <ref name="chyung2007">Chyung, S. Y. (2007). Invisible Motivation of Online Adult Learners during Contract Learning. Journal of Educators Online, 4(1), 1. http://files.eric.ed.gov/fulltext/EJ907744.pdf</ref>, {{quotation|Knowles (1975, 1986, 1987) <ref> Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall.</ref>, who pioneered the development of the concept and application of learning contracts, uses the terms contract learning and learning contracts interchangeably and explains that, | According to Chyung (2007) <ref name="chyung2007">Chyung, S. Y. (2007). Invisible Motivation of Online Adult Learners during Contract Learning. Journal of Educators Online, 4(1), 1. http://files.eric.ed.gov/fulltext/EJ907744.pdf</ref>, {{quotation|Knowles (1975, 1986, 1987) <ref> Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall.</ref>, who pioneered the development of the concept and application of learning contracts, uses the terms contract learning and learning contracts interchangeably and explains that, | ||
: "It is the method of choice when regular courses are not available in a particular subject, when learners cannot attend campus-based courses, when desired learning cut across disciplines, when there is a wide range of differences among learners, and when instructors or institutions have a commitment to develop the skills of self-directed learning. (Knowles, 1986, p. 42-43)<ref name="knowles1986"> Knowles, M. (1986). Using learning contracts. San Francisco: Jossey-Bass.</ref> | : "It is the method of choice when regular courses are not available in a particular subject, when learners cannot attend campus-based courses, when desired learning cut across disciplines, when there is a wide range of differences among learners, and when instructors or institutions have a commitment to develop the skills of self-directed learning. (Knowles, 1986, p. 42-43)<ref name="knowles1986"> Knowles, M. (1986). Using learning contracts. San Francisco: Jossey-Bass.</ref> | ||
Another more specific form of contract learning is ‘contract grading.’ It is to make “an | Another more specific form of contract learning is ‘contract grading.’ It is to make “an | ||
agreement between a teacher and a student at the beginning of a course as to the grade the student expects to receive and the amount and quality of work he is expected to produce to earn this grade” (Berte, 1975, p. 1)<ref>Bert, N. R. (1975). Individualization and contracting. In N. Bert (Ed.), New directions for higher education: Individualizing education by learning contracts (pp. 1-7). San Francisco:Jossey-Bass.</ref>. The main purpose of using a contract grading strategy is to help learners build serious commitment for producing agreed or sometimes negotiated learning outcomes. }} | agreement between a teacher and a student at the beginning of a course as to the grade the student expects to receive and the amount and quality of work he is expected to produce to earn this grade” (Berte, 1975, p. 1)<ref>Bert, N. R. (1975). Individualization and contracting. In N. Bert (Ed.), New directions for higher education: Individualizing education by learning contracts (pp. 1-7). San Francisco:Jossey-Bass.</ref>. The main purpose of using a contract grading strategy is to help learners build serious commitment for producing agreed or sometimes negotiated learning outcomes. }} | ||
== The learning contract == | |||
Chyung, (2007:4) <ref name="chyung2007"/>), following Knowles (1987:62) <ref name="knowles1987">Knowles, M. (1987). Enhancing HRD with contract learning. Training & Development Journal, 41(3), 62-63. </ref> distinguishes five elements: | |||
* Learning objectives to be accomplished | |||
* Resources and strategies to be used to achieve the learning objectives | |||
* Evidence (products, tests, etc.) that will be collected to indicate the extent to which the objectives have been met | |||
* Evaluation criteria | |||
* Target date for completing each objective | |||
== Training self-direction through learning contracts == | |||
[[self-regulation|Self-directed learning]] behavior can be learned and cultivated and learning contracts are one of the methods. {{quotation|Several studies have revealed that contract learning is an effective instructional strategy to address various factors that potentially lead to improving motivation, such as confidence, value-recognition, responsibility, empowerment and satisfaction (Bauer, 1985; Boyer, 2003; Chan & Wai-tong, 2000; Lemieux, 2001; Lewis, 2004; Williams & Williams, 1999). }} (Chyung, 2007:2 <ref name="chyung2007"/>) | |||
== Bibliography == | == Bibliography == | ||
<references/> | <references/> | ||
Revision as of 15:41, 13 April 2016
Introduction
According to Chyung (2007) [1], “Knowles (1975, 1986, 1987) [2], who pioneered the development of the concept and application of learning contracts, uses the terms contract learning and learning contracts interchangeably and explains that,
- "It is the method of choice when regular courses are not available in a particular subject, when learners cannot attend campus-based courses, when desired learning cut across disciplines, when there is a wide range of differences among learners, and when instructors or institutions have a commitment to develop the skills of self-directed learning. (Knowles, 1986, p. 42-43)[3]
Another more specific form of contract learning is ‘contract grading.’ It is to make “an agreement between a teacher and a student at the beginning of a course as to the grade the student expects to receive and the amount and quality of work he is expected to produce to earn this grade” (Berte, 1975, p. 1)[4]. The main purpose of using a contract grading strategy is to help learners build serious commitment for producing agreed or sometimes negotiated learning outcomes.”
The learning contract
Chyung, (2007:4) [1]), following Knowles (1987:62) [5] distinguishes five elements:
- Learning objectives to be accomplished
- Resources and strategies to be used to achieve the learning objectives
- Evidence (products, tests, etc.) that will be collected to indicate the extent to which the objectives have been met
- Evaluation criteria
- Target date for completing each objective
Training self-direction through learning contracts
Self-directed learning behavior can be learned and cultivated and learning contracts are one of the methods. “Several studies have revealed that contract learning is an effective instructional strategy to address various factors that potentially lead to improving motivation, such as confidence, value-recognition, responsibility, empowerment and satisfaction (Bauer, 1985; Boyer, 2003; Chan & Wai-tong, 2000; Lemieux, 2001; Lewis, 2004; Williams & Williams, 1999).” (Chyung, 2007:2 [1])
Bibliography
- ↑ 1.0 1.1 1.2 Chyung, S. Y. (2007). Invisible Motivation of Online Adult Learners during Contract Learning. Journal of Educators Online, 4(1), 1. http://files.eric.ed.gov/fulltext/EJ907744.pdf
- ↑ Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall.
- ↑ Knowles, M. (1986). Using learning contracts. San Francisco: Jossey-Bass.
- ↑ Bert, N. R. (1975). Individualization and contracting. In N. Bert (Ed.), New directions for higher education: Individualizing education by learning contracts (pp. 1-7). San Francisco:Jossey-Bass.
- ↑ Knowles, M. (1987). Enhancing HRD with contract learning. Training & Development Journal, 41(3), 62-63.