BENEFITS OF SELF-MANAGED LEARNING FOR

STUDENTS IN HIGHER EDUCATION

Academic Skills

Module Code: MOD003701

SID: 1351247

Year: 2013/14

Semester: 2
 TABLE OF CONTENT

1. Summary………………………………………………………………………………

2. Introduction……………………………………………………………………………

3. Learning……………………………………………………………………………….

3.1. Criteria for learning……………………………………………………………..

4. Self-managed learning………………………………………………………………

4.1. Features of Self-managed learning…………………………………………..

4.2. Characteristics of potential self-managed learner…………………………..

4.3. Principles of self-managed learning…………………………………………..

5. Benefits of self-managed learning…………………………………………………

6. Motivation and self-managed learning ……………………………………………

7. Conclusion ………………………………………………………………………….

8. Reference list………………………………………………………………………..
SUMMARY

One of the designated attribute of higher education is the assumption that students will

exercise some culpability for the management of their learning. In the UK, student self-

managed learning has become more important due to resource constraints and

increasing attention on equipping student with what will be needed to becoming lifelong

learner. (Ottewill, 2002). This report shows the benefits of self-managed learning for

students in higher education. The aim of the report indeed is to show how self-

management is beneficial to students in higher education.

INTRODUCTION

Self-managed learning comes naturally to some students and others have to learn how

to be a self-managed learner. For this report, self-managed learning refers to all learning

embarked upon by students outside the classroom definition. The term has been

identified with other didactic terms such as self-directed learning, independent learning,

autonomous learning and lifelong learning (Robbins, 1988). Self-managed learning has

received increasing awareness over the years, principally in the definition of higher

education. Self-managed learning claimed to develop students confidence and capacity

of independent learning in aggressive, compelling and demanding educational

environment (Nolan and Nolan, 1997), allowing learning go beyond common, insignificant

knowledge attainment or procurement to being an eventful, unforgettable and motivating

experience (Leonard,1993). However there is a growing affirmation of growing discontent

with self-managed learning and has been met with contention and displeasure

(Townsend, 1990). This report looks at learning, learning criteria and self-managed

learning to show the benefit to student in higher education

Learning is an experience in which an ambitious, motivated individual attempts to assume

or mimic behavior so as to succeed in a condition which he sensed as requiring action to

complete a goal.

Learning involves amassing and modifying knowledge, behavior, beliefs, attitudes,

strategies and skills. According to shuell there are different definition of learning and no

one definition that is universally accepted by theorist, researchers and practitioners.

Learning is a permanent change in behavior or in the capacity to behave in a given fashion

which is a results from practise and other forms of experience. This definition excludes

temporary change in behavior due to illness, drugs or fatigue, as well as behaviors

reflecting genetic and maturational factors. (Schunk, 2012).

CRITERIA FOR LEARNING

From the above definition, learning involves three criteria. The first being that it involves

change, people learn when they become capable of doing something differently. Learning

is inferential therefore it is not observed directly but by its product or outcome and

assessed based on what people say, write and do. Learning also involves a change in

capacity to behave in a given fashion because it is not abnormal for people to learn skills,

knowledge, belief or behaviors without demonstrating them at the time of learning.

The second criterion is that learning is carried through over time. Learning may not last

forever because forgetting occurs. People tend to forget what they have learnt as time

goes by.
A third criterion is that learning takes place through experience (e.g. practice, observation

of others). People may be genetically predisposed (wired) to act in a given way, but the

actual development of the actual behavior is dependent on the environment in which the

person is. Language is a good example, as human vocal apparatus matures it is able to

produce language but the actual words produced are learned from interaction with others.

Although genetics are critical for children language acquisition, teaching and social

interaction exerts strong influence on children’s language achievement. (Mashburn et al,

2009)

SELF-MANAGED LEARNING (SML)

Self-managed learning (SML), coined by Ian Cunningham, refers to a specific learning

approach derived from elements of several other methods including self-development,

self-directed learning and action

Self-managed learning refers to learners’ systematic use of metacognitive, motivational

and behavioural strategies to achieve academic goals (Zimmerman, 1990). Most effective

learners are said to be those who are self-managed (Butler & Winne, 1995).

Self-managed learning is a process by which an individual takes the initiative with or

without the assistance of others in diagnosing their learning needs, formulating learning

goals, identifying human and material resources for learning, choosing and implementing

appropriate learning strategies and evaluating learning outcomes. (Knowles, 1975).

Self-Managed Learning (SML) is an approach to management development which

enables students to be more aware of:

• While controlling the content, processes and pace of their own learning...

• With a group of other students who are collectively responsible for assessing their own

progress...

• Within a structured programme facilitated by an Adviser.

Key Features of a true SML programme

In distinguishing SML from other learning methods, the power of the approach lies in the

combination of the following elements:

• The curriculum is not separate from the learner who is responsible for its design

according to perceived needs

• Adequate time must be given to the crucial diagnostic phase where individuals decide

and clarify their learning needs

• This is done by working through the five SML questions: ‘Where have I been? Where

am I now? Where do I want to get to? How will I get there and how will I know I have

arrived?

• Support is required during a transition period where the individual is becoming familiar

with the approach

• learning experiences are identified to satisfy needs by a mapping process

subsequently be used to evaluate and measure the outcomes of the programme

• learning sets are an essential feature where members support, challenge and assess

each other’s contributions facilitated by a skilled set adviser

• a learning budget may be available to the individual, providing a more focused and

targeted way to purchase appropriate resources or expert help

• feedback and guidance are provided by the learning set which must also ensure that

social processes and issues of personal relationships are resolved

• There is no ideal formula and an SML programme varies with individual and

organizational culture

• SML combines individual and group-based learning, is work-experience based and

career relevant

• Learning is immediately useful back in the workplace

• Participants must develop skills in self-assessment

• There is joint assessment with the set, adviser and the individual

(Garrow, 1998)

Butler and Winne (1995) suggest that the following attributes be evaluated by the students

for them to become self-managed learners:

• The students' understanding of the content and tasks to be learned;

• The students' goals and objectives relative to the content;

• The consequences of their learning strategies and engagement with the learning tasks;

• Their access to feedback on their performance in relation to the tasks, objectives and

strategies.

CHARACTERISTICS OF POTENTIAL SELF-MANAGED LEARNER

• They need to feel comfortable with change and see it as a learning opportunity

• They should welcome diversity of culture and individual difference

• They need to be able to take calculated risks

• can integrate data and feelings

• are able to use mistakes as data rather than make excuses

• are able to use all experiences

• can ‘translate learning across contexts’

• do not require a traditional analytical, detached approach

PRINCIPLES OF SELF-MANAGED LEARNING

The approach is based on a number of principles. These are expressed as an agreement

between Learner and trainer (or Set Adviser):

Learners:
• are responsible for their own learning

• have the right to and are responsible for identifying their own learning needs, and for

changing them over time.

• have the right to and are responsible for negotiating how they meet their learning needs

within the available learning resources.

• are responsible for evaluating and assessing their own learning.

Set Advisers:

• are responsible for helping the Learners realise their individual responsibility for their

own learning.

• are responsible for providing access to the available learning

• have the right to and are responsible for determining their own personal involvement in

the provision of learning resources (referral is acceptable).

• have the right to and are responsible for evaluating the whole programme and their own

effectiveness.

(Mossman and Stewart, 1987)

These principles give rise to the process of Self-Managed Learning through which the

Learner personally works out what is to be learnt and how it is to be learnt, in conjunction

with others.
Self-regulation (or self-regulated learning) refers to processes that learners use to

systematically focus their thoughts, feelings, and actions, on the attainment of their goals

(Zimmerman, 2000) From a behavioral theory perspective, self-regulation involves

choosing among different behaviors and deferring immediate reinforcement in favor of

delayed, and usually greater, reinforcement. People self-regulate their behaviors by

initially deciding which behaviors to regulate. They then establish discriminative stimuli

for their occurrence, provide self-instruction as needed, and monitor their performances

to determine whether the desired behavior occurs. This phase often involves self-

recording the frequency or duration of behavior. When desirable behavior occurs, people

administer self-reinforcement.

Self-Monitoring

Self-monitoring refers to deliberate attention to some aspect of one’s behavior and often

is accompanied by recording its frequency or intensity (Mace et al., 2001; Mace

&Kratochwill, 1988). Self-monitoring makes students aware of existing behaviors and

assists them in evaluating and improving those behaviors. People cannot regulate their

actions if they are not aware of what they do. Behaviors can be assessed on such

dimensions as quality, rate, quantity, and originality. There are two important criteria for

self-monitoring: regularity and proximity (Bandura, 1986). Regularity means monitoring

behavior on a continual basis instead of intermittently. Proximity means that behavior is

monitored close in time to its occurrence rather than long afterward. It is better to write

down what we do at the time it occurs, rather than to wait until the end of the day to

reconstruct events.
BENEFITS OF SELF-MANAGED LEARNING

 More is learnt and learned better than those who wait passively to be taught.

(Knowles, 1975).

 Learning is entered into more purposefully and with greater motivation. (Knowles,

1975).

 One tends to retain and make use of what is learnt better and longer. (Knowles,

1975).

 Increased confidence in one’s ability and also capacity to learn in ‘novel’ situations.

(McMillan and Dwyer, 1990)

 It enables one develop independent learning skills and a sense of accountability,

responsibility and assertiveness.

 Self-directed learners demonstrate a greater awareness of their responsibility in

making learning meaningful and monitoring themselves (Garrison, 1997).

 view problems as challenges, desire change, and enjoy learning (Taylor, 1995)

 enlarged awareness for individual strengths and weaknesses

 increased ability to define and set measurable goals

 there is an improved interpersonal skill, giving rise to creativity and flexibility

Motivation is defined as the process whereby goal-directed activities are instigated and

sustained. Motivated actions include choice of tasks, effort (physical and mental),

persistence, and achievement. (Schunk, 2012). Motivation can affect all phases of

learning and performance, motivation is important because of its well defined relationship

to learning and performance outcome. It is therefore acknowledged as one of the most

significant psychological concept in education (Vallerand et al, 1992).

According to Regan students are motivated by a wide range of factors to be self-managed

which includes; interesting subject, enthusiastic tutor, good lecture, tutor checking up,

relevance to field of study, curiosity, positive feedback, wanting to pass an assignment,

having clear guidance and feedback. However of all these the most remarkable is the

motivational effect of a ‘good lecture’.

Over time self-managed learning has become popular in higher education. It is important

to draw on the fact that a wide range of factors motivates students which can be utilized

to inspire self-managed learning, however the most remarkable of this was the

motivational effect of a ‘good lecture’. The benefits of self-managed learning to students

in higher education have been well described in this report. It has been proposed that a

self-managed learning not only increases students’ confidence in their own ability, but

their capacity to learn in ‘novel’ situations (McMillan and Dwyer, 1990). Self-managed

learning, it is argued, is essential for student to develop independent learning skills and a

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