Article Intrinsic and extrinsic intentional learning: The difference made by self-determination Woei Hung Associate Professor, Instructional Design and Technology Program, University of North Dakota, ND, USA Abstract Intentional learning occurs in formal and informal settings throughout an individual’s life time. Intentional learning can be deemed as an ideal learning process where all the necessary elements for achieving a goal of effective learning are in place and in order. Intentional learners take an active role in and responsibility for their own learning, and they self-plan, execute, monitor and regulate their learning processes as well as learning strategies. Most importantly, intentional learners are willing and committed to reaching the learning goal. At its occurrence, intentional learning could be triggered by an external suggestion or guidance (e.g. teacher’s explanation of the importance of the subject), or internal factors (e.g. intrinsic interests or personal needs through self-evaluation and self-determination). Thus, intentional learning could be further differentiated into intrinsic or extrinsic. While both intrinsic and extrinsic intentional learning are likely to result in similar learning outcomes, cultivating students’ disposition of intrinsic intentional learning may have more beneficial long term effects than extrinsic intentional learning as it is one of the keys that sustain an individual’s lifelong learning. Also, the technology that could facilitate intrinsic intentional learning will be discussed. Keywords Intentional learning, self-determination, educational technology, problem solving, self-evaluation, scaffolding Introduction Learning occurs throughout an individual’s life span. It starts at the moment of birth and continues on until he or she is no longer cognitively functioning. The occurrence of a given learning event could be conscious or unconscious. Infants and toddlers learn about their Corresponding author: Woei Hung, Instructional Design and Technology Program at the University of North Dakota, Grand Forks, ND, USA. Email: woei.hung@email.und.edu Australian Journal of Education 2014, Vol. 58(1) 50–58 ! Australian Council for Educational Research 2014 Reprints and permissions: sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/0004944113517832 aed.sagepub.com by guest on February 6, 2016 aed.sagepub.com Downloaded from