Self regulatory behaviour and Minimally Invasive (MIE) Education: A Case study in the Indian context
Ritu Dangwal, Minerva Thounaojam, Hole-In-the-Wall Education Ltd., India
IJEDICT Volume 7, Number 1, ISSN 1814-0556 Publisher: Open Campus, The University of the West Indies, West Indies
The current paper provides insight into the self â regulatory learning strategies adopted by children working at Minimally Invasive Education (MIE) Learning Stations. Previous research has clearly indicated that children in the age groups of 8â14 years learn by themselves in groups and construct their own environment. This learning takes place due to self â motivation, intrinsic goal orientation, rehearsal and elaboration which results in school going children learning computer literacy on their own and doing well in academics or out-of-school children joining formal schooling. The paper describes the process of self-regulatory learners. It has been observed that children, if exposed to a situation where learning is not induced, actively construct their own knowledge and develop critical insights into how they think. These traits of self-regulation allows a child to consciously reflect on what might be the most effective way to master the learning goal and chooses an appropriate strategy to accomplish the goal. MIE captures the curiosity and self-organizing behavioural traits of the children which drives their interest towards further education. Hence, schools are not the only privileged sites of learning.
Dangwal, R. & Thounaojam, M. (2011). Self regulatory behaviour and Minimally Invasive (MIE) Education: A Case study in the Indian context. International Journal of Education and Development using ICT, 7(1),. Open Campus, The University of the West Indies, West Indies.