Independent Learning as a Concept - Literature review Example

Independent learning Name Unit Course Supervisor Date of submission Independent learning Independent learning is a concept that has existed for many years; however, there is no succinct definition of the concept (Broad 2006, p. 3). There are different terms used to define independent learning. The different terms allude to similar theme of students having ability to understand their learning. Grasha and Yangarber (2000, p. 3) noted that, independent learning is experienced as students move from high school to university. Broad (2006, p. 4), defined independent learning as an autonomous learning. Similar definitions rely on synonyms that have been applied in defining independent learning such as learning that is students initiated, self directed study or teaching for thinking. Based on self for thinking definition, Bishop (2006, p 44) noted that, teachers guide students in learning and students have to explore further to discover the topic under study for themselves. One broad definition that encompasses the varying synonyms and different views defines independent learning as the ability of students to take charge of learning (Broad 2006, p. 4). This does not imply going it alone, it includes getting guidance from instructors and being involved in group discussions. Implication of independent learning to students and teaching staff Independent learning has two facets that entail being motivated and taking responsibility. It is through these two facets that students work with instructors to promote the self regulated learning. Independent learning leads to improved academic performance. Independent learning helps students to be more aware of their limitations and to discover how to overcome learning limitations. In addition, it increases confidence and motivation among Biggs (2003, p. 11) students fraternity, and provides a platform for teachers to give differentiated tasks. The support that arises from social inclusion enhances social inclusion. The skills that students have to develop Independent learning is hinged on elements that are internal and external to students. The external factors entail development of strong relationships with lecturers in order to cultivate an enabling environment while the internal elements comprise of the individual skills acquired by students. Enabling environment for learning includes physical resources and physical environment, social interaction and support from teachers and peers (Turner 1989, p.1). For students to understand and benefit from the concept of independent learning they have to develop individual skills. Broad (2006, p.5) categorizes the skills into affective, cognitive and metacognitive skills. The cognitive skills involve having the ability to pay attention and solve problems, they relate to memory. For students to develop the cognitive skills, they need to have reached a given level of cognitive development (Turner 1989, p. 1). For instance, they should be in a position to decode basic information prior to engaging in independent learning. Most students at the final level of high school have reached the level of decoding basic information, as they enter undergraduate level, they can embark on the independent learning through support of staff. The independent learning continues to develop as the student progress in the different levels of undergraduate learning (University of Southampton 2003, p. 1). The students also have to develop metacognitive skills, which entails the ability to understand the basic processes of learning. They understand themselves better and hence, can identify ways in which they can best learn and resources/people who can help them in the learning process. These skills are essential for students to self assess their progress in learning (Meyer et al 2008, p. 34). Students have to develop affective skills. The effective skills relate to feeling and the ability to have a value system to internalize on the learning process. Motivation a key facet of independent learning is a basic element at this point, it relates to independent learning. According to Meyer et al (2008, p. 25) motivation entails persistence and determination to overcome difficulties and increase achievements. Teaching approaches that can be used by staff Bishops (2006, p 45) noted that, students cannot become independent learners without assistance. Students ‘’need to learn how to learn’’ (Bishops 2006, p. 45). This implies that instructors are required to promote an effective learning environment. Staffs apply different learning mechanism to ensure that students are engaged in an active process of learning. For instance, comprehensive programmes can be initiated to enhance independent learning. Technological development and the advent of the internet brought in an ICT platform that staff can use to enhance independent learning (Grasha & Yangarber 2000, p. 6). Promotion of independent learning initiatives and programs can be through whole-school approach. In this approach teachers and senior managers work together in implementing programmes that foster independent learning processed. Study support approach is another process through which independent learning is promoted. In this approach, students have the autonomy to decide and choose learning activities and set their own learning goals. According to Meyer et al (2008, p. 27), this is an important catalyst for ensuring that students become independent and motivated. There is also the self regulation empowerment programme (SREP); Zimmerman theory that leverages on self regulatory (Meyer et al 2008, p. 28). Under this approach, students are made to understand that learning process and success is a destination that is depends on their control. References Bishop, G. (2006). True independent learning - an andragogical approach: giving control to the learner over choice of material and design of the study session. Language Learning Journal, 33 (1), pp.40-46. Broad, J.  2006. Interpretations of independent learning in further education. Journal of Further and Higher Education 30 (2), pp.2-14. Biggs, J. 2003. Teaching for quality learning at university. Buckingham: SHRE:  Open University Press.  Grasha, A.F. and Yangarber-Hicks, N. 2000. Integrating teaching styles and learning styles with instructional technology. College Teaching, 48 (1), pp. 2-10. Meyer, B., Naomi Haywood, N., Sachdev, D. and Sally Faraday, S. 2008. Independent Learning: Literature Review. Learning and Skills Network, pp. 4-69 University of Southampton (2003). Being an independent learner. Available from http://www.studyskills.soton.ac.uk/studyguides/Being%20an%20independent%20Learner.doc. [Accessed on 10th December 2014] Turner, G. Y. 1989. Promoting learning autonomy: Helping students become independent learners. Reading Horizons Winter Task 2 Reflection Independent learning is not a one time event, it is a process that a learner develops in the course of school course. This process starts at early stages of learning and progresses from stage to the next (Bishop 2006, p. 43). Through my school process, I have progressed from a fully dependent student to independent students where I currently rely on instructors to provide minimal guidance and I can then discover more on myself. This process has been key in helping me take responsibility and deciding on what I need to achieve. It is through independent learning that I have been able to develop independent learning skills; I can set goals and am more confident as I act upon my learning decisions. The following is my reflection on independent learning based on progression from the time I left high school to foundation stage through the first year to the third year level. On my entry to first year, I had developed important level of independence, this was the very initial stage in which I was in a position to decode basic information and make informed conclusions from the information. On entry to college level, instructors build on this concept as they introduced learning concepts and left us (students) to process the concepts on our own rather than entirely relying on staff for explanations, a common way of learning in the high school. During the first year, this was a gradual process; staff gave some consultation on some concepts. Through the support of the staff I developed motivation of self discovery in learning; I could gain a comprehensive understanding of what is required in different course on my own. I realized that my frequency of going to the library to do self study increased with time. Staff used teaching methods that enhanced independent learning. For instance, in the second semester of my college education, teaching staff provided us with modules on various courses which contained guidelines on what was expected of us in the specified units. Important links to the learning resources was provided in which students had autonomy search and learn on their own. According to Biggs and Tang (2007, p. 3), development in technology has created a new platform that students can leverage on to advance independent learning. Through the ICT platform and digital library. I developed autonomy in learning due to the abundance of information on the platforms, which I could read on myself and decode the right information. Progression to the second level in college further helped me in enhancing independent learning skills. This was through the support of teaching support that made me realize that I have the mandate to control my education if I have to succeed. The key to this realization was the teaching methods and modes of assessment the tutors employed. Most of the assignments were research based which, the staff gave assignments for students to research on their own and write academic papers. Through such assignments I came to learn how to conduct private research with minimal guidance from lecturers. As I researched on the papers, I was able to find more information which improved my motivation to engage in independent learning, I developed a deeper understanding of concepts, critical thinking abilities and analyzing academic issues pertaining to my area of learning. According to Bishop (2006, p. 41) independent learning leverages on sharing ideas in which, opportunities for group and paired work are created with the sole purpose of enhancing support among students and fostering teamwork. The critical skills I developed in my second year, did form strong foundations which I have in my third year studies. For instance, the ability to think critically has been crucial to progressing to a higher level of independent learning in my third year. The study modes employed in third year, mainly entail the sharing of ideas through group discussion in order to solve problems that relate to course concepts. Through study mode of group discussion and group works, I have developed skills of seeking ideas from other people and critically analyzing them. This has been a shift from the notion that the teacher is the only reliable source of information. This study model has also enhanced my ability to be more confident. The support of staff through a curriculum based on developmental processes, different activities and study modes, development of independent learning skills has been progressing from decoding of basic information to the current level of full development in which my learning does not solely depend on teachers. References Biggs, J. and Tang, C. 2007. Teaching for Quality Learning at University. Buckingham: Society for Research into Higher Education and Open University Press, pp. 3-7. Bishop, G. (2006). True independent learning - an andragogical approach: giving control to the learner over choice of material and design of the study session. Language Learning Journal, 33 (1), pp.40-46. Read More