Essentials: Independent learning

This guide will explain what independent learning means in a university context and introduce the key concepts.

Independent learning includes:

• familiarising yourself with university systems; canvas, e-vision, e-mail, library and student support services
• allocating study time effectively to complete tasks, source and read subject material and meet deadlines. This is discussed further on the Managing your time page. There is an expectation of an appropriate time commitment for independent learning. Check the Module Definition Form (MDF) on Canvas to find the self-directed learning hours recommended
• organising a study space at home that works for you. Remember each campus also has individual and group study spaces/library rooms, many bookable via the library website. Try both and find out where you work best.
• developing your digital skills for organisation and productivity
• taking responsibility for your own learning, building on your strengths and identifying areas that need developing. This means reflecting on past education, ongoing learning and feedback in order to assess progress and set further development goals. The section below outlines how to use reflection for learning
• determining who could help you with support, guidance or motivation. You have a team of teaching, support and guidance staff all around you and remember, as students, you can support each other. The sections towards the bottom of this page outline the benefits of working with others and useful strategies as well as a guide to the different university teams here to advise and guide you throughout your studies. Although independent learning is fundamental to university, you are not alone. 

The next section explains the importance of learning from your experiences to develop and improve your academic skills and takes you step by step through a reflective process.

We do not learn from experience, we learn from reflecting on experience. 

The reflective process, supported below by 'What? So What? Now what?' (attributed to Borton, 1970) is the common basis to many reflective models such as Driscoll and Gibbs that can be used for reflection as well as reflective writing. If you are asked to write a reflective account of something you were part of or observed, please consult the section on Reflective writing in the Academic writing guide.

What is reflection? Reflection is looking at past experiences in order to learn from them and apply that learning to future action. It is a process and therefore essential to complete each stage of the process by: looking back to assess where you have been, to see where you are, and plan actions (strategies) to get where you want to be (goals).   Study context: This could be reflecting on past studies or life/work experiences or feedback received in class from peers or tutors, or feedforward on formative drafts/summative assessments from study coaches or subject tutors. 

So what is the benefit of reflecting? We often focus on our mistakes but it is important to consider both positive and negative aspects of an experience, through critical analysis. This can be done by using reflective questioning to analyse and evaluate: what happened? why that was? how it could be repeated (if successful) or revised? At this stage, you need to consider possible alternatives to determine what behaviours and actions you could improve. The question to promote this thinking is 'what if?' . Study context: This might be finding out how to improve your the areas you previously identified for development in your 'What' section. This could mean for example: using resources suggested by your lecturers  or using study skills support such as attending workshops.

Now what? The most important step in the process of reflection is then acting on this analysis and evaluation. This means creating a strategy for development of the aspects identified. Study context: This might be putting together a plan to improve or setting some targets for yourself. It could then mean utilising the sources of help you identified such as attending extra sessions offered on your course or booking on to workshops (see below). Note: the benefit of following the steps of  the reflective process means that the plan you make will be unique to you and your needs.

Try using these questions to reflect on an aspect your learning:

The next section outlines the benefits of, and suggests some useful strategies for, working with others at university.

Part of university study is group work. This is often forms part of an assessment. Many students can find group work a challenge. Below are some benefits of group work and ways to create successful outcomes:

• Increased resources
• Effective learning and mutual accountability
• Wider skills base
• Shared sense of purpose in collaboration
• Source of mutual support
• Sense of belonging promoting motivation.

In the initial stages, it is useful to consider                                                                    

• contact method and how information will be shared       
• a code of conduct for etiquette, punctuality and respecting each other 
• objectives so that there is a clear, common understanding and how it is to be assessed
• time frame for meetings and task completion
• agreeing roles and individual contribution
• how decisions will be made.

 A less formally organised way to work is a study group or study buddy. Organising to work alongside your peers has been shown to increase pass rates, produce work of greater depth and increase motivation. Meeting with peers can also create accountability, ensuring you commit to study times and provides support throughout your degree. Try and meet with peers regularly, whether going to the library together or meeting online and working via an app like Teams. Your fellow students are an essential aspect of your independent study. 

There are many university teams at ARU to support you through your studies. The final section identifies who can help with what and how to contact them.