The phrase "proactive learner" is correct and usable in written English.
You can use it to describe someone who takes an active role in their learning process. For example, "John is a proactive learner; he takes initiative to research and experiment to improve his skills."
This encourages each student to become a proactive learner and reflective educator who is "committed to continuous improvement in practice; assumes responsibility for his or her own learning; demonstrates awareness of self, others, and the surrounding context; develops the thinking skills for effective inquiry; and takes action that aligns with new understandings" (York-Barr et al. 2006 p. 10).
WPBA of postgraduate doctors in training is further influenced by the clinical context, patient complexity, passive versus proactive learner attitudes, supervisor involvement and evaluator versus coach attitude, informal versus formal learning processes, working versus learning agenda, and work-orientated versus training-orientated institutional culture [ 20- 22].
The competition was able to turn learners proactive.
They also expect people to be proactive, self-directed, lifelong learners.
Self-directed learning such as that used by lifelong learners requires "proactive rather than reactive thought" [ 1].
Medical students were often described as ' active learners' and proactive in advancing their education, despite a tendency for assessment to drive learning, particularly in pre-clinical years.
Critical thinking questions were adopted in the descriptive comments because all participants were perceived as able learners, who having a proactive rather than a passive role in generating and using feedback.
Here the researchers wanted to draw attention to the idea that even in a reactive response of an identical autonomous learner, there exist some sort of proactive ingredients prevalent in the nature of the tasks at hand.
Learning is a process of conceptual change that occurs through the proactive revision and reorganization of preexisting knowledge by the learner.
Littlewood's (1999) distinction of proactive and reactive autonomy indicates that the former helps learners make their own learning decisions, whereas the latter only enables learners to be flexible within the limitations already set by external agencies.
In departments with many students, or sixth year students, this leads to lost learning opportunities when a 'queue' of learners forms with the more senior or proactive monopolizing interesting tasks.
