Know thyself: How your attitude to learning may affect your educational performanceThere is a growing interest in understanding how people like you learn. As psychologists you will probably come across some of the research literature - particularly if you develop an interest in educational psychology. Here are some research findings that may help you understand your own approach to learning. Having read this section you may decide to change your approach to your studies, particularly if you think you are an extreme example of one of the categories. Ideally you should aim to develop an approach to your studies that draws upon the strengths of each style, whilst avoiding some of the more negative attributes. At the very least this page may help you understand why you are being exposed to a variety of learning experiences.Can you identify your learning strategy?A group of American researchers has suggested that there are five different types of learning strategy exhibited by adult learners. This is important because knowing what type of learner you are may help you understand how you can best utilize the learning resources and teaching experiences offered on your course.The researchers administered a questionnaire (the Self-Knowledge Inventory of Lifelong Learning Strategies ) to 1,143 students in Alberta and used cluster analysis and group interviews to collect supplementary information to characterize learning patterns and preferences from representative students in each of the five types of learning strategies. I have gone through the report and tried to extract a flavor of each learning strategy. You may recognise yourself in one of the groups. I have also tried to alert you to some of the strengths and weaknesses of each strategy. You already appreciate that your program of psychology courses utilize a variety of teaching techniques, ranging from conventional lectures to group work which involves cooperative work with other students. You may already realize that you are more comfortable in some learning situations than others. For example, you may prefer lectures to working with other students in groups on a Case Report. The reason for this may be your personal learning strategy. If you can begin to understand how learning strategy interacts with particular teaching methods and experiences, you may be able to get more out of teaching situations that you don't personally feel at ease with. Don't give up on a particular type of teaching situation, try to understand what it offers you. It will almost certainly be a valuable educational experience that you would have rejected if left to your own devices and desires. I am conscious that my description of the five learning strategies reads a bit like an astrology column in a newspaper. You may recognise yourself in one or several of the categories. I don't know if learning strategies are stable or change with time or situation - I bet they do. Nor do I know how well the categories would translate across cultures. But this research may help you & that's what matters in the long run. You can read a report on this research online - Identifying groups of learners through the use of learning strategies by Kolody et al, 27th Annual SCUTREA conference proceedings 1997
Some general points about approaches to learningI'm not an educational psychologist but there are some generally accepted do's and don'ts. For example
How you view learning may affect your performanceDo you think that what you learn is under your own control and are you doing it because it is intrinsically rewarding? In other words do you view learning as self-regulatory and intrinsically rewarding? Or, do you think that lecturers are responsible for teaching you, and they they control the rewards and punishments in the learning situation? In other words do you view learning as externally controlled and extrinsically rewarding?Research indicates that students who rely on self-regulation and intrinsic reward are more effective learners than those who believe learning is under external control and extrinsic reward. There is evidence that learners can improve their performance by modifying their beliefs about the forces that control their learning. |
Self-Directed Learning can be challenging, even for the brightest and most motivated students. As a means of better understanding the processes involved in this mode of study, this Tip Sheet outlines key components of four key stages to independent learning – being ready to learn, setting learning goals, engaging in the learning process, and evaluating learning – and offers some tips for both faculty members and students.
Being Ready to Learn
Various skills and attitudes towards learning are required for successful independent study (See the CTE Teaching Tip on "Readiness to Learn" for more details). This step requires time for analysing a student’s current situation, study habits, family situation, and support network both at school and at home – and as they continue in the program, progress in degree program and past units taken that will prove useful. Signs of readiness for self-directed learning include being: autonomous, organised, self-disciplined, able to communicate effectively, and able to accept constructive feedback and engage in self-evaluation and selfreflection.
Setting Learning Goals
Communication of learning goals between a student and the advising faculty member is critical (See the CTE Teaching Tip on "Unit Planning Decision Guide"). Learning contracts are highly recommended tools for successful self-directed learning experiences (see example on CTE’s "Learning Contracts" Teaching Tip). Learning contracts generally include:
- Goals for the unit of study
- Structure and sequence of activities
A timeline for completion of activities - Details about resource materials for each goal
- Details about grading procedures
- A section for advising faculty member feedback and evaluation as each goal is completed
- A plan for regular meetings with the advising faculty member and other unit policies, such as work turned in late
Engaging in the Learning Process
Students need to understand themselves as learners in order to understand their needs as self-directed learning students (See the CTE Teaching Tip on "Understanding Your Learning Style"). Students should also consider answering the following questions:
- What are my needs re: instructional methods?
- Who was my favourite teacher? Why?
- What did they do that was different from other teachers? Students should reflect on these questions throughout their program and substitute “teacher” with “advising faculty member”
- Deep approach involves transforming – to understand ideas for yourself; be able to apply knowledge to new situations and use novel examples to explain a concept; learn more than is required for unit completion – most ideal for self-directed learning.
- Surface approach involves reproducing – to cope with unit requirements; learn only what is required to complete unit in good standing; tend to regurgitate examples and explanations used in readings.
- Strategic approach involves organizing – to achieve the highest possible grades; learn what is required to pass exams; memorize facts as given in lecture; spend much time practicing from past exams; most concerned with whether material will appear on exam.
Evaluating Learning
- Students must be able to engage in self-reflection and self-evaluation of learning goals and progress in a unit of study.
- Students should regularly consult with the advising faculty member.
- Students should be able to engage in self-validation of achievements, but should have the motivation to seek feedback on progress and ideas from the advising faculty member or other available resources.
- Self-evaluation involves asking:
- How do I know I’ve learned?
- Am I flexible in adapting and applying knowledge?
- Do I have confidence in explaining material?
- When do I know I’ve learned enough?
- When is it time for self-reflection and when is it time for consultation with the advising faculty member?
Successful independent study requires certain responsibilities or roles of both students and advising faculty members. The following is a brief list of the more important roles. It is useful for both students and advising faculty members to periodically review this list and communicate as to whether each feels the other is fulfilling their share of the responsibility.
Students’ Roles
- Do self-assessment of readiness to learn
- Define learning goals and develop learning contract
- Do self-assessment and monitoring of learning process
- Take initiative for all stages of learning process – need to motivate selves
- Re-evaluate and alter goals as required during unit of study
- Consult with advising faculty member as required
- Build a co-operative learning environment
- Help to motivate and direct the students’ learning experience
- Facilitate students’ initiatives for learning
- Be available for consultations as appropriate during learning process
- Serve as an advisor rather than formal instructor