Self-directed Learning: Exploiting Classroom Tasks to Enhance Student Transitions to HE Study

Donnelly, A. (2016) Self-directed Learning: Exploiting Classroom Tasks to Enhance Student Transitions to HE Study. BALEAP PIM: Learner Identity: Managing Transitions, Glasgow, UK, 12 Nov 2016.

Abstract

The expectation of self-directed learning is a reality of HE study to which new students often struggle to adapt. These difficulties can be particularly pronounced when engaged in HE study abroad in a second language (L2) where both student and instructor expectations may be at odds. This presentation describes an action research project undertaken with a group of Foundation pre-sessional English students making the transition to HE study in English with limited or no experience of self-directed learning, and where such an expectation deficit was apparent. A modest framework was implemented to encourage students to evaluate their performance in skills and language activities and identify independent learning priorities which emphasised critical evaluation of lesson tasks and outcomes. Feedback was obtained at regular stages, with weekly reflective writing cycles allowing more nuanced insights into self-reported developments in independent learning practices and the emergence and development of HE learner identities.

• Item Type: Conference or Workshop Item
• Status: Published
• Refereed: No
• Glasgow Author(s) Enlighten ID: Donnelly, Mr Adam
• Authors: Donnelly, A.
• Subjects: L Education > L Education (General)
• College/School: College of Arts & Humanities > School of Modern Languages and Cultures > Language Centre
• Research Group: British Association of Lecturers in English for Academic Purposes (BALEAP)

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