Independent learning – what we do when you’re not there

Abstract

Independent learning is one of the cornerstones of UK higher education yet it is poorly understood by students and is seen by politicians as a poor substitute for face to face teaching. This paper explores students’ understandings, approaches and experiences of independent learning and how they may become more effective independent learners. This large scale qualitative study, funded by the HEA, included students-as-researchers, independent learning diaries, and student-led interviews. Findings suggest that students initially use low level reinforcing and organising skills and in later stages of their courses develop higher level extending and applying skills. Clearer guidance, clearer tasks and in-course support are amongst the students’ recommendations for enhancing independent learning. However the most powerful influence on their independent learning was the support, collaboration and advice of other (more experienced) students in non-assessed scenarios. These findings have implications for staff involved in induction, student support, curriculum design and for staff and officers in Students’ Unions

What (and who) works in widening participation? Supporting direct entrant student transitions to higher education

“…In some respects, our analysis lends support to existing findings, particularly in regard to the challenges experienced by DE students around adjusting to a new academic culture (Pike and Harrison 2011: 55) that emphasizes self-reliance and independent learning (Christie et al 2013;Hockings et al, 2017). While our project did aim to support students through this adjustment, we follow others in questioning this frame which positions DE students as deficient and responsible for adapting to the institution (Rainford 2016b).…”

“…HEA survey data suggests that college students across Scotland view university as intellectually challenging, and "intimidating" (2013: 3). Our analysis aligns with existing findings (Christie et al 2013;Hockings et al, 2017) on the challenge of transitioning to more independent and autonomous learning:…”

“…The significant differences between FE and HE learning (Morgan 2015: 108) mean that DE students are expected to adapt to a new academic culture (Pike and Harrison 2011: 55) that emphasizes self-reliance and independent learning (Christie et al 2013;Hockings et al, 2017). Learning new skills and keeping up with the workload (Tait & Godfrey, 2001) is a challenge in this context where students can encounter expectations that they arrive as fully formed autonomous learners (Pike and Harrison 2011: 61-62).…”

“…Previous research evidences the challenges faced by DE students, upon transitioning from FE to HE (Morgan 2015), particularly around becoming 'independent learners' (Christie et al 2013;Hockings et al 2017). DE students encounter a new academic culture, including expectations that they arrive as already competent autonomous learners (Pike and Harrison 2011: 61-62).…”

Development Mathematics Teaching-Instrument Learning Using Open-Ended Approach To Improve Mathematics Communication Ability And Independent Learning Student

“…Garrison [7] says learning independence is an approach whereby learners are motivated to take responsibility and collaborate on selfcontrol and self-management, which is a process of building and confirming the results meaningful and useful learning. Hockings, et al [4]. Describes the independence of learning as: (1) Taking responsibility for self-study; (2) Selecting and setting your own goals; (3) Deciding what, and when and how to learn; (4) Monitor its own progress; (5) Developing the ability to find and evaluate critically; (6) Evaluate and reflect on what has been learned.…”