Reasons for Studying at University - Essay Example

Personal Reflection Reasons for Studying at I am studying at because I care about knowledge in-itself, and I believe this is my best opportunity to be around other students, with similar interests, purpose, and goals. I’m interested in joining an atmosphere of learners with whom I can share ideas and develop my own. I think it’s necessary to be around a community of learner that can influence my beliefs and challenge me to raise my standard of excellence. I think the experience of working in groups will allow me to strengthen interpersonal skills and make me a more productive and efficient employee when I ultimately graduate and find a career. I hope that my University experience will challenge me to develop greater time management skills and learn better ways to balance my priorities. I hope that my University experience will help me strengthen my writing and analytical skills. I also believe that there is an important social realm to obtaining a University degree. While it’s absolutely necessary to have a degree to attain many jobs, the accomplishment of being accepted to college, attending classes, and successfully completing a University degree is a great personal accomplishment that will bring me confidence and a sense of accomplishment in my life. I’m idealistic. I believe in meaning, or at least something that transcends blind allegiance to the dollar. I’m in the height of my life and I want to seize it, find and celebrate it in others, and not forget for an instant that all things must pass. I am studying at University because I think books and art are important, that they can illuminate life, place our priorities in context, and help us recognize poignancy in things others may miss. I feel the same idea applies to certain people and I want to find more of them. Because Friday I got excited reading Emerson’s essay on Self-Reliance, thinking it was written with someone like me in mind, then on Monday got depressed reading Rorty on the personal and social, and realized there’s no box and bow I can tie and package intellectual thought. Because I have had this realization over a hundred times, and I keep on searching. Because I’m not sure if the unexamined life is worth living, but a day in my life hasn’t passed where I have not examined the question. And because I can’t find a better place to do it. Personal Reflection #2 – How my past learning expectations have changed One of the main changes I have experienced since beginning my University education is my reason for learning. Lately, I’ve began to think that education is more than just for finding a good job and that it can be for personal development. By extending my knowledge of various cultures, people, and ideas I can become a more interesting and thoughtful person. I think a student taking a course should have more vested in it than getting a science credit out-of-the-way. I’ve begun to view education more in terms of wisdom and culture and realize and am now more excited about the opportunity to learn more about the world and deepen my critical thinking skills. In high school I went through my classes because they were required and I never gave much critical thinking to the purpose of learning, or how it can influence my thoughts and the way I see the world. I now think it’s important to not only learn what you’re told, but to learn to question these things. I’ve also learned the importance of individual study and reflection. Even though there was homework in high school the vast majority of learning took place within the classroom. The actual amount of hours spent in school was significantly more and it seemed that a certain amount of assignments existed merely to manage the class and make sure everybody stayed busy and didn’t misbehave. At University, a much greater amount of time is spent outside of class studying and a great amount of responsibility is placed on the student to ensure that they are grasping the material and advancing their intellectual capabilities. The classroom setting at University is more of a place of reflection, where I can compare what I learned with other students in a collaborative atmosphere. At University I find that the professors are generally more committed to their subject than typical high school teachers, and the lecture format is generally more informative than the typical high school lesson. While I had a number of excellent teachers and courses in high school, too often I found that teachers were concerned with keeping students busy rather than challenging their intellectual capacities. I also appreciate the University environment, which allows for more liberal perspectives and unique perspectives. I now see education as a chance to expand my horizons, become exposed to new ideas, and see the world in novel and interesting ways. Personal Reflection #3 – My learning throughout this course My experience in Principals of University Learning has expanded my knowledge of the learning process, given me insight into study and research methods, and motivated me to pursue my education with greater resolve and passion. I found the discussions on the progression of University learning throughout history -- from the Socratic Method, to the Christian period, and the Protestant Reformation -- extremely informative and it made me consider the implications such rapid social reform holds for the future of University education. For instance, will we continue to learn in the same ways in a century from now? With the advent of the internet and other technological advances, I believe we will experience more progress in education, just like we learned towards the beginning of the course. Even though I had already formulated opinions on what makes an effective lecture or how to take notes, covering these topics in lecture gave me increased insight into the process. I notice how sometimes past lecturers I’ve encountered were in great part entertainers, and how important it is for an effective classroom environment that the teacher balance knowledge and rhetorical skills and not rely too heavily on merely entertaining or appeasing the students. The discussion about teacher feedback caused me to consider the ways that students too often become concerned with grades, with their real concern should be the value and quality of knowledge they have gained. By becoming too concerned with grades, it’s possible that they ignore what University education is really about and just do enough to receive a good grade. Another topic I found particular interesting was the discussion of critical thinking. It drew my attention to the importance of thinking about thinking. I realize that if we are merely passive receptacles of knowledge we are doing ourselves a disservice as it’s important to reflect on that knowledge and ask ourselves ways in which we can apply it to our lives. It’s made me consider what it actually means to be a lifelong learner and I’ve realized that the skills I’m learning in University are skills that I can carry with me for the rest of my life. I’m not only learning specific knowledge or facts, but learning how to learn. In the future, when I encounter specific problems or challenges, as a lifelong learner I will be able to apply these skills and develop new and unique solutions. Essay: The Benefits and Challenges of Collaborative Learning The collaborative learning process is the cooperative participation of members of a learning community towards an academic goal. This is contrasted with the traditional lecture format where professors engage students through speaking and visual aids. While there are benefits to both formats of instruction, in recent years research has demonstrated a trend towards the increased acceptance of shared learning strategies in academic environments. This essay analyses many of the major research findings in developing a greater understanding of the benefits and challenges of collaborative learning. Benefits of Collaborative Learning One of the greatest benefits for students in participating in collaborative learning strategies is that it helps develop critical thinking skills. When students work in collaboratively, rather than merely listen to a lecturer speak about information, they are actively engaged in the learning process and as a result become more active participants in their own education. Research has even demonstrated that the most beneficial types of collaborative learning pairs two students together, with the next most effective means grouping students in threes and fours (Schwartz, D.L., Black, J.B., and Strange, J. 1991). The benefits of pairing students can be seen in the Tuckman Model of collaboration as the students engage in the Forming and Storming stages students engage in problem solving strategies where one student listens as the other offer strategic methods for solving critical issues presented by the class (Tuckman 1965); here, the collaborative effort is both efficient and beneficial to developing interpersonal and problem solving skills that are the backbone of any University education. This approach can be contrasted to the lecture format, where students are not necessarily required to remain cognizant of the task and can possibly ignore or not pay full attention to what the lecturer is attempting to convey. These collaborative learning situations develop and enhance students’ verbal communication skills. In discussing critical thinking skills, researchers have noted the importance of verbal interaction in facilitating the acquisition of strategic learning abilities (Johnson, Johnson, Roy, Zaidman 1985). When considering these findings one must only hear the statement by Walter Lippman who said, “Where all think alike, no one thinks very much” to understand the importance of group interaction in developing these higher level competencies. When encountering challenging texts in academic settings students are introduced to many new concepts and terminology that aren’t immediately evident through reading or lecture. The collaborative group environment requires students to not only gain a cursory understanding of these terms and concepts, but to utilize them in cooperative activities that enhance their understanding of the deep structure and communal meaning of the ideas. In these situations students are undergoing a process of community negotiation with academic concepts that hardwires life-long learning skills that can implemented in a variety of competitive environments. Another excellent benefit of collaborative group learning strategies is the opportunity to get direct feedback and develop a professional relationship with the professor. Oftentimes because of large class sizes, the lecture format only permits the professor to speak to an audience of many and oftentimes it is difficulty or extremely time consuming to engage the professor in specific questions after the lecture has occurred. When mistakes are made the professor can correct them or offer advice on better courses of action and the students can immediately incorporate that into their learning process. The interactions that occur between students and professors in these situations also create a strong working relationship and atmosphere of shared interests and intellectual stimulation, wherein the student is more apt to express questions and difficulties. Collaborative learning communities are also effective in increasing students’ interest in the course and promoting a motivational atmosphere of shared learning. Research has demonstrated that classrooms that frequently incorporate collaborative learning strategies into their lessons improve students’ interest in the course and have higher attendance rates (Astin, A.W. 1977). While there are many reasons that contribute to these findings a few are strikingly clear: In regular scholastic systems students are pitted in competition with each other, oftentimes creating feelings of inferiority and inadequacy. In these environments it’s the more talented and higher achieving students that gain the most from the education structure, whereas less skilled students are marginalized and prevented from reaping the same scholastic benefits as their academically superior peers. In the collaborative environment the work generated by the groups creates a shared feeling of accomplishment. This facilitates active learning and further promotes question and answer relationships with professors and other students. These shared learning environments are effective in increasing students’ passion and appreciation for the subject matter they are studying and work to promote the educational experience as a welcomed experience. Research demonstrates that group environments are effective in creating a positive self-image among students who have previously experienced failure or discouragement (Turnure & Zeigler 1958). The chance for students to collaborate in working towards a shared task is effective in developing self-esteem and a feeling of accomplishment. The feeling of being lectured to and having to merely take in and process facts and figures is inimical to the human experience and students naturally have a resistance to such means of instruction. While the classroom environment does not exist solely to fulfill the desires and psychological requirements of students, by co-opting these essential human needs and implementing them towards productive means in the classroom, cooperative learning environments are capable of developing atmospheres that are equally as efficient as they are supportive and beneficial to student maturation and intellectual growth. The beneficial self-worth that students gain from these collaborative learning environments is impossible to over-value. Research has attests to the fact that these positive situations create environments that structure student conduct and participation in ways that increased their achievement and productivity (Bligh1972). People who are happily engaged in an activity are more apt to learn and remain productive, rather than actively resist progress (Kulick & Kulick 1979). The idea is that the shared feelings of success that group participation and success deliver build students’ self-esteem and feelings of success. These feelings are then re-routed into group activities and become infectious among all members of the group. This confidence can be carried over into all walks of life, including social relations and employment. The students who gain better self-awareness and confidence through these group interactions are also more apt to participate in openly in classroom discussions and the shared perspectives develop an environment of cultural and perspectival plurality that is essential to human intellectual development. Challenges of Collaborative Learning While there are a multitude of benefits to engaging in the collaborative learning process, researchers have noted a number of challenges that are often encountered when attempting to develop these environments. One of the most difficult challenges is the difficulty of classroom structure in the face of increased interaction and organizational complexity. It seems that while the increased amount of personal interaction creates opportunities for the professor to engage directly with students, the challenges of dividing certain lessons into group activities are not always easy. For instance, with much complex and upper level course work the lecture format may be the only feasible means of instruction. The nature of the group dynamic is also another significant challenge of the collaborative process. Students are oftentimes paired with strangers whom they have had no previous social interaction with and asked to immediately collaborate and efficiently produce results. In these situations the degree of unfamiliarity often can inhibit certain group members from functioning and expressing themselves to complete capacity. While proponents of the collaborative method may argue that these are precisely the critical and verbal communication skills that the students are developing by participating in these shared learning experiences, the underlining aim of the course may not be the development of these skills, but rather the development of technical proficiencies – one might think of a computer programming or engineering class. In these situations the social challenges of group collaboration might hinder the productive efficiency of the course. The disparate level of academic proficiency among group members challenges equitable cooperation. In some instances, certain group members may even be lazy and purposely refuse to engage in their share of the coursework. In these situations, it is left to the other group members to compensate, which may enable the non-participating group member to continue their non-compliance with the task. Effective groups must develop means of conflict resolution that address this obstacle and require the equal and active participation of all group members. Conclusion In conclusion, it’s clear that there are many diverse benefits and challenges of the collaborative learning environment. The skills students gain in these environments can be applied in a myriad of forms which aids students in their ultimate goal of becoming lifelong learners. While the critical thinking skills and verbal communication skills that shared learning communities create are essential to any University education, certain subject matters may be better suited to the lecture format. Ultimately, research demonstrates an increased need for higher education to incorporate collaborative learning techniques into the classroom and develop strategic methods for overcoming the challenges this creates. References Astin, A.W. (1977) "Four critical years: Effects of college beliefs, attitudes and knowledge", San Francisco, CA: Josey-Bass Bligh, D.A. (1972) "Whats the use of lectures" Karmondsworth, England: Penguin Johnson, D.W., Johnson, D.W., Roy, P., Zaidman, B., (1985) "Oral interaction in cooperative learning groups: Speaking, listening and the nature of statements made by high, medium and low-achieving students" Journal of Psychology 119 pp303-321 Schwartz, D.L., Black, J.B., and Strange, J. "Dyads have Fourfld Advantage over Individuals Inducing Abstract Rules." Paper presented at the annual meeting of the American Educational Research Assn. Chicago, Il, April 1991. Tuckman, Bruce (1965), “Developmental Sequence in Small Groups” Psychological Bulletin, 63, pp 384-389. Turnure, J., Ziegler (1958), "Outer-directedness in the problem solving or normal and retarded students", Journal of Abnormal and Social Psychology , 57 pp379-388 Kulik, J.A., Kulik, C.L., (1979), "College Teaching" in Peterson and Walberg (Eds.) "Research in Teaching: Concepts, findings and implications", Berkeley, CA: McCutcheon Publishing Read More