2.50
Hdl Handle:
http://hdl.handle.net/2436/620583
Title:
Independent learning – what we do when you’re not there
Authors:
Hockings, Christine; Thomas, Liz; Ottaway, Jim; Jones, Rob
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.
Citation:
Independent learning – what we do when you’re not there 2017:1 Teaching in Higher Education
Publisher:
Taylor & Francis
Journal:
Teaching in Higher Education
Issue Date:
22-Jun-2017
URI:
http://hdl.handle.net/2436/620583
DOI:
10.1080/13562517.2017.1332031
Additional Links:
https://www.tandfonline.com/doi/full/10.1080/13562517.2017.1332031
Type:
Article
Language:
en
ISSN:
1356-2517
Appears in Collections:
Learning and Teaching in Higher Education

Full metadata record

DC FieldValue Language
dc.contributor.authorHockings, Christineen
dc.contributor.authorThomas, Lizen
dc.contributor.authorOttaway, Jimen
dc.contributor.authorJones, Roben
dc.date.accessioned2017-08-14T14:25:28Z-
dc.date.available2017-08-14T14:25:28Z-
dc.date.issued2017-06-22-
dc.identifier.citationIndependent learning – what we do when you’re not there 2017:1 Teaching in Higher Educationen
dc.identifier.issn1356-2517en
dc.identifier.doi10.1080/13562517.2017.1332031-
dc.identifier.urihttp://hdl.handle.net/2436/620583-
dc.description.abstractIndependent 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.en
dc.language.isoenen
dc.publisherTaylor & Francisen
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/13562517.2017.1332031en
dc.rightsArchived with thanks to Teaching in Higher Educationen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectIndependent learningen
dc.subjectautonomousen
dc.subjecthigher educationen
dc.subjectstudent researchersen
dc.titleIndependent learning – what we do when you’re not thereen
dc.typeArticleen
dc.identifier.journalTeaching in Higher Educationen
dc.contributor.institutionCollege of Learning and Teaching, University of Wolverhampton, Wolverhampton, UK-
dc.contributor.institutionHigher Education Research and Consultancy, York, UK-
dc.contributor.institutionQuiddity Research, London, UK-
dc.contributor.institutionHigher Education Research and Consultancy, York, UK-
dc.date.accepted2017-05-12-
rioxxterms.funderinternalen
rioxxterms.identifier.projectUOW140817CHen
rioxxterms.versionAMen
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/en
rioxxterms.licenseref.startdate2018-12-22en
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