The defining characteristic of the Learner-Initiated Style is individual learner initiation and desire to produce his/her own learning experience. The learner, among other decisions, decides the learning intent, objectives, procedures, the logistics, and assessment criteria, etc., The learner periodically informs and up-dates the teacher as decisions are made. The teacher is not judgmental; rather the teacher’s role is to ask questions for clarification with the intention of leading the student to examine omitted decisions or to reinforce decision made.
In the Learner-Initiated Style, the role of the learner (L) is to independently initiate this style’s behavior and make all the decisions in the pre-impact, including which teaching–learning behaviors will be used in the impact and create the criteria decisions for the post-impact assessment of the experience. Provided the teacher is qualified in the subject matter, the teacher’s (T) role is to accept the learner’s readiness to make maximum decisions in the learning experience, to be supportive, and to participate according to the learner’s requests.
*The arrows represent the decision shifts from the Learner Designed Individual Program Style-I to the Learner Initiated Style-J.
When Learner-Initiated Style is achieved, the following subject matter objectives are emphasized:
When Learner-Initiated style is achieved, the following behavioral objectives are emphasized: