autonomous learning

independent learning [ independent study | self-directed learning | self-teaching | self-education | self education | self instruction | self-instruction ]

Knowledge acquisition disability NOS Learning:disability NOS | disorder NOS

Definition: Disorders in which the normal patterns of skill acquisition are disturbed from the early stages of development. This is not simply a consequence of a lack of opportunity to learn, it is not solely a result of mental retardation, and it is not due to any form of acquired brain trauma or disease.

Definition: A disorder characterized by impairment of memory, learning difficulties, and reduced ability to concentrate on a task for more than brief periods. There is often a marked feeling of mental fatigue when mental tasks are attempted, and new learning is found to be subjectively difficult even when objectively successful. None of these symptoms is so severe that a diagnosis of either dementia (F00-F03) or delirium (F05.-) can be made. This diagnosis should be made only in association with a specified physical disorder, and should not be made in the presence of any of the mental or behavioural disorders classified to F10-F99. The d ...[+++]isorder may precede, accompany, or follow a wide variety of infections and physical disorders, both cerebral and systemic, but direct evidence of cerebral involvement is not necessarily present. It can be differentiated from postencephalitic syndrome (F07.1) and postconcussional syndrome (F07.2) by its different etiology, more restricted range of generally milder symptoms, and usually shorter duration.

learning complications | learning delays | learning difficulties | learning difficulty

self-contained breathing apparatus

action learning | active learning

community-based learning | CBL [Abbr.]

Language learning modules on the Web can complement the work of a language teacher, or be used for independent study.

Institutions need to create environments for independent language learning, exploiting ICT and e-learning as well as clear learning and communication objectives need to be set for all language learning programmes.

The non-technical aspects involved in effective use of the technologies - group work, planning of activities, networking, combining independent training with conventional courses, and teleworking with attendance at the workplace - also need to be considered.

They all have different delivery mechanisms. Across those sectors we would find a mix of delivery methodologies, from the traditional classroom instruction, to lecture style, to self-paced and facilitated learning.