How can students take ownership of their learning in higher education?

Start with a dream to clarify what you want from your learning experience. Write it down and share it with loved ones who will remind you of it. Understanding your own values, interests, motives, purposes, mission and vision will help you know the general direction you are taking. This purpose will be the foundation for your goals and SMART objectives. It will help you prioritise and stick to your goals and sustain you when the going gets tough. Knowing your "true north", you can seize the opportunities available in higher education to help you fulfill that purpose. That's taking ownership of your learning, your life and your future.

It is important for learners to set out what their goals are in learning. What is it that you wish to learn? How will you know if you have learnt it? Whilst the main destination, learning outcome is the final target to aspire towards, also consider mini milestones that can help indicate that you are making progress in your learning journey, and can also encourage you that you are heading in the right direction. Consider that these milestones, when they are yet to be achieved, can allow for you to make calibrated changes in your learning approach so as to correct the course of learning you are heading towards. Remember that learning is a journey, and having milestones along the way can help remind us of the direction we are heading in.

Viktor Frankl, a renowned psychiatrist and Holocaust survivor, emphasized the importance of finding meaning in life as a fundamental aspect of human existence. He emphasized the importance of individual autonomy and responsibility in shaping one's responses to life's challenges. In higher education, fostering a sense of autonomy empowers students to take responsibility for their own learning journey. By providing opportunities for self-directed exploration, critical thinking, and decision-making, instructors can encourage students to actively engage with course material and take ownership of their learning process.

1. **Specific:** Clearly define what you want to achieve, such as improving a specific subject or skill. 2. **Measurable:** Set criteria to track your progress, like aiming for a certain grade or mastering a specific concept. 3. **Achievable:** Ensure your goal is realistic and within reach based on your abilities and resources. 4. **Relevant:** Align your goal with your academic objectives and long-term aspirations. 5. **Time-bound:** Establish a deadline for achieving your goal, providing a sense of urgency and focus.

In addition to define SMART specific learning objectives. (For example, a student might set a goal to improve their understanding of calculus concepts, enhance their writing skills, or earn a certain grade in a particular course.) It is important to help students prioritize their goals based on their personal interests, career aspirations, and academic requirements. They have to have into account that long-term goals can seem daunting, so it's essential to break them down into smaller, manageable tasks or milestones. This approach allows students to track their progress incrementally and stay motivated. Another strategy is to encourage students to align their personal learning objectives with the course curriculum.

As a student getting to know myself was a combination of art & science. You have to know the best way you receive information but you also need to have the courage to ask questions at nauseum until you get what you need. No one else can know what you need but you so ASK ASK ASK!!!

To choose effective learning strategies based on learning styles, assess individual preferences like visual, auditory, or kinesthetic. Tailor methods accordingly; visual learners benefit from diagrams, auditory learners from lectures, and kinesthetic learners from hands-on activities. Experiment with various techniques to find what works best. Flexibility is key; blend different approaches to accommodate diverse learning styles within a group. Regularly evaluate progress and adapt strategies accordingly. Prioritize engagement and participation to optimize learning outcomes.

Students need assistance with setting goals. It is the teachers’ job to detail the skills, stakes and milestones necessary to complete the year or course. The scheduling can either be adapted by the student or the teacher, depending on the context. Such careful planning helps students anticipate and better succeed.

Effective learning often involves a combination of different strategies, regardless of learning style. For example, a person who prefers visual learning might still benefit from auditory explanations or hands-on practice. Effective educators shall use a variety of methods to cater to different needs rather than relying solely on learning styles.

This can actually really exciting conversation to have with a student, I use it to speak about their learning strengths and preferences and work with them to focus on their strengths and how they prefer to learn. E.G. some students prefer learning with others , or by watching videos, we can then have the conversation about what will work for them based on the core content/theory.

This is KEY! "When you receive feedback, you HAVE to be open-minded, respectful, and constructive..." If you want to be your best, then always seek feedback/instruction. Be open to share with others. Look at it from every position. It will be your compass.

Taking ownership of learning in higher education involves proactive engagement and effective feedback utilization. Students can cultivate ownership by actively seeking feedback from diverse sources like instructors, peers, mentors, and employers. Upon receiving feedback, students should adopt an open-minded, respectful, and constructive attitude. They should analyse feedback critically, identifying strengths and opportunities for improvement. Feedback serves as a compass for refining learning strategies, setting goals, and charting progress. Ultimately, integrating feedback into learning processes empowers students to navigate their educational journey with purpose and efficacy.

Being coachable is a skill but I've found learning how to filter information is the kissing cousin to this skill. When you are given information you have the option to take some of it, all of it or none of it. The key is doing this with an OPEN MIND and respectfully!

Most students seek feedback but lack the skills to make decisions afterwards. They sometimes take feedback for a final judgement rather than using to define strategies to progress. The teachers should clarify as often as possible.

I think students hear the word feedback a lot, it has somewhat lost meaning to them. I preface feedback conversations with letting them know the top skill all professions, industries look for is Self-awareness and adaptability. I then explain how utilising feedback can enable developing these skills, to the point of challenging them to decide whether they feel the feedback they have received is useful or not for what they were trying to achieve/convey. I think when we align these concepts in the students world it becomes alive and practical for them.

When students can have a voice in who they work with on project and what role they play, they are much more likely to succeed. Instructors can help with this by introducing a brief exercise or assignment that's then used to facilitate team formation for the group work. This helps in establishing common ground through shared interests or finding complementary skills and preferences. Shared expectations about deadlines, deliverables, and group norms around decision-making and participation are essential.

This is so important! A mistake I used to make is telling students to do group work but never teaching them how to do group work. From asking to form a group to deciding how the group will decide, being inclusive in their interactions & how to ethically convince and persuade team members. These are precious high level meta cognitive skills that employers, professions and industries need in thier graduates. Beginning this in first year should allow a final year lecturer to say - Okay now please form group of 4 and have the sense that most students will be able to navigate forming agentic friendships.

Collaborating in education enhances learning by fostering teamwork, critical thinking, and communication. Set clear goals and roles, encourage open communication, and utilize technology for seamless collaboration. Embrace diversity, practice active listening, and establish norms for respectful interaction. Create a supportive environment where everyone feels valued and celebrates achievements together. Collaboration cultivates a mindset crucial for academic and professional success.

Be open to change as you learn. Do consider that the way you are learning now can also change, alongside the courses of study you embark on. Be adventurous to try different ways of learning to see if it works for you. For instance, the presence of AI can encourage us to use it as a learning tool, even though we may not have used it a few years ago. If it does not work for us, or help us in our approach, you can always try something else. Remember that there is no failure, only feedback. Remain curious, keep trying and keep learning.

Embrace change and adaptability. Explore diverse learning methods. AI offers new learning opportunities. Experiment with emerging trends. No failure, just feedback. Stay curious, keep learning. Remain open-minded, try new approaches. Continuous growth through exploration. Be adventurous in your learning journey. Keep evolving, keep trying.

A resiliência e um acompanhamento da saúde mental é um elemento fundamental, seja durante a forma??o básica, superior, ou sua atua??o no mercado de trabalho. Compreender seu entorno e adaptar-se auxilia a mitigar a degrada??o da saúde mental que vem atingindo de forma avassaladora os estudantes.

For students, adapting to change in education involves developing resilience and a growth mindset. Embrace challenges as opportunities for growth and learning. Cultivate self-awareness to identify strengths and areas for improvement. Stay flexible and open-minded to new ideas and approaches. Seek support from teachers, peers, and resources available. Develop strong time management and organizational skills to navigate changes effectively. Embrace technology for learning and collaboration. By adapting to change, students can thrive academically and prepare for future success in a dynamic world.

Some academic subjects lack practical applications, which is problematic for learning adaptation to change. The teachings should always shed light on parallel notions or phenomena, so that the idea of changing situations becomes ingrained in the thinking process. Making sense of every single point in a course boils down to transferring skills to different settings.

I believe students already 'own' their learning. I think where it can be enhanced is making clear the expectations of where the lecturer/academic advising relationship stops and the independent learning begins. I am an avid believer of scaffolding the student independence over time at university. I feel uncomfortable with term independent learner I think we should reflect our research landscapes and problem/solving industries and develop the sense of the interdependent learner - that is knowing when and how to work with others to reach our knowledge goals.

Students who are able to apply what they are learning to their current career will not only retain the information learned but they will experience how beneficial the lessons are to their life and career. Also I would recommend being actively engaged in the class discussions and activities to gain as much as possible from the course and instructor.

Research highlights key strategies for students to take ownership of their learning: 1) Self-regulated learning through goal setting and progress monitoring; 2) active classroom engagement via discussions and/or projects; 3) learn effective time management skills; 4) participate in peer learning for collaborative insights; 5) seek mentorship for guidance and support; 6) be a self-advocate, understand the culture of your institution and how to seek the resources you need to succeed. These are some tips garnered from the research that aim to foster autonomy, encourage active engagement, and enhance students' ability to direct their educational journey for a more impactful learning experience.

When students don't see how their classes connect to a career, it can be a barrier to owning their education. A career can be abstract too. One way to solve for this is finding a person who's a role model, someone who has a job they might want. They need to get to know the person. What was their path? What advice would they give their younger self? When students meet their future self through a class project, guest speaker, or internship, it can all fall in place for them and click. They can see how what they are learning will apply later. This can be a great way for them to take ownership!

A evolu??o do aprendizado no ensino superior passa pelo desenvolvimento das soft e hard skills. Vale destacar que a maior parte das habilidades essenciais para sucesso no ensino superior, infelizmente, n?o é desenvolvida na educa??o básica. Assim, desde um background sólido como uma boa leitura e interpreta??o, conhecimentos matemáticos, bem como a autonomia e o autoconhecimento s?o habilidades que contribuem para esse sucesso e para a implementa??o das estratégias destacadas no texto.