learnerinitiated

Learner-initiated refers to a mode of learning in which the learner actively identifies needs, sets goals, and takes responsibility for pursuing resources and activities to meet those goals, with the teacher acting as facilitator rather than sole authority. In this approach, initiative originates with the learner rather than being imposed by a fixed curriculum or instruction sequence. It includes actions such as formulating questions, designing or selecting tasks, seeking feedback, monitoring progress, and adapting strategies.

The concept is used across educational contexts, including classrooms, higher education, adult education, and online learning. It aligns with theories of learner autonomy, self-regulated learning, constructivism, and heutagogy (self-determined learning). Practically, learner-initiated learning often involves learners identifying gaps, choosing topics or projects, and negotiating aspects of the learning process with instructors or peers.

Implementation typically involves supportive instructional design rather than a pure laissez-faire approach. Educators can foster learner initiation by providing clear expectations, offering choices and resources, scaffolding inquiry, using learning contracts or portfolios, and embedding reflective practices. Assessment may emphasize process as well as product, including self-assessment and evidence of goal-directed planning.

Potential benefits include increased motivation, autonomy, metacognition, and the transfer of skills to new contexts. However, success depends on a receptive learning environment, clear alignment with objectives, and access to appropriate resources. Challenges include balancing curriculum requirements with learner choice, ensuring equitable access, and addressing varying readiness for self-directed work.