The third chapter in this set of three on the framing of learning focuses on the learner's approach to learning. The material on the approaches to learning is based on a well-known body of literature, which concerns the manner in which a learner tackles a learning task. As in the previous two chapters, this chapter is about an aspect of framing that concerns learning to learn. The approach that a learner adopts will be influenced both by her conceptions of knowledge and her personal ability to manage her learning. These were the subject matter of the previous chapters. Some of the factors that contribute to the approach that a learner adopts are related to the local context of the learning in contrast to the conception of knowledge that would appear to be a more general trait.
The first fairly long section of this chapter explores the concept of the approach to learning with reference to the literature. The second and third sections bring in the subject matter of the previous chapters: the conception of knowledge and the role of emotion in framing learning and we consider the relationship of approach to both of these. The last section suggests that the approach that is adopted to learning by a learner is likely to be a culmination of a variety of influences that include the conception of knowledge and emotional state. In other words, the learner's conception of knowledge and emotional state may sometimes influence learning by affecting the approach to learning adopted by the learner. There is discussion on the possible inter-relationships of these influences on the framing of learning. The chapter concludes with a short section that anticipates subsequent chapters on reflective and experiential learning.