An Hypothetical Model to help Facilitators in the Use of Learning Contracts with Learners

After two years working with the learning contract we are going to present in this paper an hypothetical model that should help instructors to better use the learning contract with their learners. Starting from the work of M. S. Knowles on self-directed learning and the learning contracts (Knowles 1975, 1986) researchers analyzed the reactions and the perceptions of two different groups of learners in the Italian university system. Reflecting on students' point of view it is possible to hypothesize different phases and components to suggest how the facilitator can reach good achievements. The model gives a best practice to instructors in using the Learning Contract through three steps and tries to sensitize them about cognitive and meta cognitive components considered important by learners. The critical aspects in students' perceptions help to understand that the first aim for facilitators is to clarify what really is a learning contract and why it can help learners in their learning process. In facilitating the process of learning it is also important to encourage reflection and critical reflection on the learning process and cooperation among learners. Finally the researchers, involved in implementing the learning contracts in a virtual learning content management system, will suggest the strength and weakness of forum discussion used by learners.