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International learning in an international world

International learning in an international world How do we support successful, lifelong learners and performers and help them competently respond to rapidly changing opportunities in the 21st century. The answer to this question lies in how well we understand audiences differentiated by key learning differences and consider how these differentiations influence winning learning and performance. Historically, cognitive-rich explanations have tended to underplay the dominant impact of affective and conative factors on thinking and learning. Recently, these dimensions have gained considerable importance as contemporary multidisciplinary research has begun to demonstrate how intentions and emotions can influence, guide, and, at times, override our thinking and other cognitive processes. More importantly, research suggests that intentions and emotions are a dominant, powerful influence on learner success. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Journal of Computer Documentation (JCD) Association for Computing Machinery

International learning in an international world

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Publisher
Association for Computing Machinery
Copyright
Copyright © 2000 by ACM Inc.
ISSN
1527-6805
DOI
10.1145/330409.330411
Publisher site
See Article on Publisher Site

Abstract

How do we support successful, lifelong learners and performers and help them competently respond to rapidly changing opportunities in the 21st century. The answer to this question lies in how well we understand audiences differentiated by key learning differences and consider how these differentiations influence winning learning and performance. Historically, cognitive-rich explanations have tended to underplay the dominant impact of affective and conative factors on thinking and learning. Recently, these dimensions have gained considerable importance as contemporary multidisciplinary research has begun to demonstrate how intentions and emotions can influence, guide, and, at times, override our thinking and other cognitive processes. More importantly, research suggests that intentions and emotions are a dominant, powerful influence on learner success.

Journal

ACM Journal of Computer Documentation (JCD)Association for Computing Machinery

Published: Feb 1, 2000

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