Self-Management: Becoming an Independent Learner

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Institutions of higher learning have acknowledged the need to vary learning methods. As such there is emphasis on learner independence. The concept of independence learning is explicitly stated by a number of scholars.

Moore (1973) states that independent learning deviates from traditional learning methods and therefore student are permitted to learn their own unique ways which includes individual and teamwork and thus promote students academic growth. Additionally Little (n.d.) believes that independent learning is the ability to accept the “responsibility of all making decisions in respect to learning which includes inquiry and discovery of new knowledge.”

Little’s (n.d.) assertion on independent learning implies that learners must therefore be autonomous by the way of owning the learning process. To do this means those students need to acquire certain learning skills that support independent learning. The purpose of this paper is to explain skills that contribute to independent learning, which students need to excel academically.

Hughes & Presley (1998) believes that self-instruction is one of the fundamental skills that not only develop independent learning but also a competent student. According to Hughes & Presley (1998) self instruction is the student’s ability to talk to teach themselves through, until they finish their academic tasks. Hughes & Presley (1998) also state that self-instruction includes several activities, which must be conducted by the student. These are: understanding the academic problem, stating the right response and evaluation of those responses.

The purpose of evaluating responses to the students’ own feedback is to give a student an opportunity to evaluate his or her own work. This further helps the student the opportunity to make revision on their own academic assignments. Through self-instruction a student is able to develop self criticism and make valuable judgments about the student own work.

Additionally, Thanasoulas (2000) explains that self criticism helps student generate self reports that are a valuable tools fro developing new learning strategies. Therefore through self-instruction student are not only able to manage their academic progress but also make improvement through value self judgments.

Other than self instructions, there are a number of cognitive skills that promote independent learning. Cognitive skills promote independent learning especially in collection and interpretation of academic information. Cognitive skills that promote independent learning include translating of information being learned into the students’ first language.

This not only promotes an improved understanding of the concept being learned but also improved language learning. Furthermore, through such translation students are able to use knowledge in first language to remember information learned in the second language. In addition, contextualization of information is another cognitive skill that student needs to develop.

Contextualization of information is attained through the use of specific word that adds more meaning to the knowledge being learned. Moreover, inferencing is another cognitive strategy that helps student make better meaning of information being learned. This is attained through matching unknown words with other related information to derive meaning (Thanasoulas, 2000).

According to Thanasoulas (2000), learning not only requires cognitive abilities but also affective skills. Therefore to develop independence in learning, student needs to acquire affective learning abilities. There are a number of affective factors which determine how a student reacts to the learning process as well as the information being learned. Amongst the affective factors that shape a student’s reaction to the learning process include the learner’s emotions, socials skills as well as psychological status.

Within the student’s social skills and psychological factors, there arises issues concerning the student self worth as well as the motivation to be proactively engaged in the learning process. These variables also determine how well a student is able to overcome eventual learning setbacks and mistakes that the student is most likely to make in the learning process.

Combined, learner’s emotions, socials skills as well as psychological status form the basis of the student’s attitudes. In the learning process, Thanasoulas (2000) states that there are two types of attitudes; the attitude of the student about their engagement in the learning process and the attitude of the student about their own potential to learn. These two attitudes will determine to what extent students are able to motivate themselves to be active learners.

In conclusion, there are number of skills that student have to develop in order to be independent learners. These include the student ability to teach and evaluate their academic progress. This is attained through a series of activities such as understanding the academic problem, stating the right response and evaluation of those responses.

Furthermore, the development of cognitive skills is vital to independent learning. Cognitive skills help the independent learner in improved acquisition and understanding of the knowledge being learned. In addition independent learning touches in the learner’s affective domain. This means that the learner needs to develop the right affective skills such as attitudes.

Affective skills determine how a student responds to the learning. In Moore’s (1973) opinion independent learning is the ability of the student to learn their own unique ways which includes individual and teamwork with the intention of promoting students academic growth. Little’s (n.d.) asserts that independent learning is equivalent to learner autonomy. Therefore, through the acquisition of independent learning skills, the learner gains control of the learning process.

Reference List

Hughes, C., & Presley, J., 1998. Self-management and self-instruction. In M.L. ` Wehmeyer & D.J. Sands (Eds.) Making it happen: Student involvement in education planning, decision making, and instruction (pp. 329-354). Baltimore: Paul H. Brookes Publishing Co.

Little, D., n.d.. Learner autonomy: Drawing together the threads of self-assessment, ` goal-setting and reflection. Web.

Moore, M., 1973. Toward a theory of independent learning and teaching. The Journal ` of Higher Education. 44(9). Web.

Thanasoulas, D., 2000. What is Learner Autonomy and How Can It Be Fostered? ` TESL Journal, VI (11). Web.

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Self-Management: Becoming an Independent Learner

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