This grounded theory study (Glaser & Strauss, 1967) was designed to determine how learners learn most effectively. In this study, learners of different ages and educational backgrounds were interviewed, and their responses were analyzed according to the processes of grounded theory (Glaser, 1978, 1998; Glaser & Strauss, 1967). Through these responses, it was evident that all learners want to learn (Clark, 1997; McCombs & Whisler, 1997) in such a way that they know the information on a deep and personal level. They are looking for powerful and meaningful learning (Caine & Caine, 1994) This study outlines the process learners go through to reach this state of deep knowing. As learners determine what topic to begin studying, they arrive at the buffet table of topics and choose one to sample. Through intrigue in the topic, its usefulness, and other elements defined in this study, their curiosity will be piqued, and they will be more motivated to continue learning (Caine & Caine, 1994; Wlodkowski, 1999) in this area. This study outlines the elements needed to make the topic one that will hook learners and cause them to want to continue learning. As learners encounter difficulties, they begin looking for different ways of working in order to reach understanding. These strategies of compensation are explained by learners in their interviews and clearly show how learners move toward conquering new information. This study will lead the reader through the process of getting to deep knowing, while giving an understanding of what is needed for learners to continue in the topic of study and providing techniques used by learners to move through challenges and reach deep knowing. This theory can be applied on several levels of learning. It can help learners find their way through the process, while helping educators create meaningful experiences for learners.
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