Learning is personal

Whether defined as a product, process, function, holistic endeavor, or all the above, learning certainly appears to be a highly personal process heavily influenced by the learner’s experience and a dynamic context. Likewise, the design and implementation of learning programs seem to depend on dynamically interacting contextual factors, like the philosophical and theoretical foundation of the institution, the social agenda of the administration, the philosophical perspective of the practitioner, the needs and interests of the learner, and other factors.

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