Learning to Learn

Study Skills
Activity
Learning experiences
Write about your won learning experiences using the following questions to guide you:
• Do your early learning experiences differ from the way you learn now? Distinguish and write down how
they differ. If you think they do not differ, identify and write down how they are similar.
• Do you think that you learn to play sport in different ways from the ways that you learned the route you
travel to university? Again, distinguish and write down what makes them different. If you think they do not
differ, identify and write down what the similarities are.
• Is it easier for you to learn from:
a) experience, actually doing something, or
b) reading about what you should do?
• Is it easier to you to learn:
a) in small steps, a little at a time, or
b) by observing the behavior of others and imitating it?
• Do you prefer to learn:
a) by being told what to do, or
b) by being shown the way to do something?
• Is learning a pleasurable, relatively easy experience for you, or is it something you have to work hard at?
How Do We Learn?
• Unstructured / Informal Learning
• Structured / Formal Learning
Lifelong Learning
Learning is a natural process and continues throughout life.
• Trial and error is a part of learning
• Learning happens by desire or need
• Self-development
• Understand the world
Figure 1.1 Lifelong learning
Lifelong Learning

Continues
Level 1 Level 2 Level 3 professional
School development during
Studies Studies Studies
work life

Dependent independent

Immature Mature

Structured Unstructured

Familiar Unfamiliar

Instructional Experimental
University or college learning
• You learn, you are not taught
• Instructors will guide
• Lectures are passive
• Notes and lectures are to reproduce material later or at exams
and assessments
Table 1.1 Types of learning delivery
Workbook A book provided by the tutor that contains readings, exercises, examples, etc.
Lecture A talk given to a large group in a lecture theatre on a particular topic, which provides
basic information. You will need to do further reading and research both before and
after the lecture.
Seminar A meeting at scheduled intervals, usually weekly, where a group of students under the
guidance of a tutor discuss concepts and theories, give presentations, and debate
information researched since the previous meeting.
Tutorial Intensive tuitions provided to students, either individually or in small groups. In a one-to-
one discussion situation with your tutor, you will be expected to contribute to, and in
some instances lead the discussion, which will require advance preparation.
Workshop A session where students meet as a study group to undertake exercises or simulations
or some other tutor-defined activity. You may be expected to prepare for the workshop
by completing set reading. However, some might involve experiential work, which may
or may not require advance preparation.
Independent learning
• Tutors and other students provide support and encouragement
• Learner should provide inner motivation and self-discipline
• Assume responsibility for your own learning
 Taking more control over the process of learning within the
framework provided
 Showing creativity and persistence
 Having a high level of curiosity and seeing problems as
challenges rather than obstacles
 Identifying your own learning needs
 Finding appropriate resources to meet those needs
 Evaluating progress towards the learning goal
Figure 1.2 The various learning cycle

Curiosity Discovery Learning

Excitemen
Desire
t

Enthusias
m See figure 1.3 on page
12
Figure 1.2 Characteristics of the dependent and independent learner
Dependent Learner Independent Learner

Learner wants: Learner anticipates:

• Structured learning experiences • Experimentation
• Tutor to take responsibility for the learning experience • Extensive self-paced, independent study
• Tutor-centered approach • Freedom to explore and make mistakes
• Rewards • Complex problems for which there is no single correct solution
• Support • Judgement-free support
• Encouragement • Intellectual stimulation from studies
• Reinforcement • Student-centered approach
• esteem
Learner wants lecturer/tutor to be: Learner wants lecturer/tutor to be:
• A subject expert • A facilitator
• An authority figure • A guide
• An instructor and to:
and to: • Negotiate
• Lecture/talk • Encourage
• Assess/check • Develop
• Examine/test • Motivate
• Design and direct the learning experience • Consult
• Control • Listen
• Lead/direct • Evaluate
• Instruct • Act as a resource
• Encourage • Provide feedback on request
• delegate
Learner is: Learner is:
• Willing to learn • Collaborator
• Inexperienced – learns what is required • Confident in own abilities as a learner
• Reliant on tutor for evaluation • Flexible
• In need of frequent feedback • Adaptable
• Not intellectually curious • Autonomous
• Deficient in some skills • Self-evaluative
• Lacking knowledge • Risk taker
• Under instruction • Independent and not reliant on tutor
• In need of direction • Knowledgeable
• enterprising
Learning Style
• Each person learns in a unique way
• Personal learning style will be influenced by personal history
• Personal life experiences
• Friends and teachers influence learning style
Figure 1.3 The learning cycle (adapted from Kolb)

Stage 1

Concrete experience

Doing

Stage 4
Stage 2

Active experimentation
Reflective observation

Experimenting Thinking

Stage 3

Abstract
conceptualization

Speculating
Factors that influence learning
Memory
• Immediate
• Short-term
• Long-term
• Association with real-life things
Factors that influence learning
Conditions for learning
• Place
• Space
• Light
• Noise
• Interruptions
Factors that influence learning
Rewards for learning
• Don not rely on rewards from others
• Celebrate your learning achievements with rewards that you
value
Factors that influence learning
Blockages to learning
• Not enough time
• Too many other important things to deal with
• Parents and loved ones discouragement
What actually stops you is your own mental attitude:
• Application
• Effort
• Commitment
Assignment
Activity 1.7 & 1.8

To write this assignment, you should follow the instruction of activity 1.7 on page 25 and activity 1.8
on page 29 of your study book.

Turn in your assignment on or before 25th Sonbola (15th September) 1:00 PM. through google
classroom(MS Word format).

No assignments will be accepted after the due date!

End