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Becoming an active learner

Active learning is key as it makes learning an interactive and productive process instead of being passive and an endeavor that students like to avoid. By practicing being active learners, and making connections to prior knowledge, you will have a better chance of understanding what you are learning, and why you are learning it (Soiferman 2014). When active, students are just not taking information but reflecting on it and critically analyzing it. Practice active learning by thinking critically about the course Content (Soiferman 2014). Learning how to become an active learner can be a difference between a successful and not so successful experience at university because active students can practice metacognition, benefit from learning theories like Bloom’s Taxonomy, and know their preferred learning style. Metacognition can be loosely defined as “thinking about one’s own thinking.” More specifically, metacognition is “an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the ability to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably” (Peirce, 2003). Metacognition involves thinking about one’s own cognitive processes (thinking about thinking) (Soiferman 2014) .If students practice metacognition, it makes learning efficient and productive. Metacognition affects a student’s motivation to learn because it directly affects attribution and self-efficacy (Peirce, 2003). When students engage in metacognition, they (1) come to an understanding of what they understand and; (2) make adjustments in their learning strategies to improve their learning in s... ... middle of paper ... ...alysis of a particular learning situation (Soiferman 2014). The understanding of learning and teaching styles allows students to practice metacognition, recognize when a particular method of learning is creating difficulty, and adjust their learning practices with intentionality (Soiferman 2014). If students have an understanding of their learning style, they can adjust it to their instructors teaching style and learn more efficiently and improve their performance at university. Although it is important to know one’s preferred learning style but it is not necessary. Students can perform well without knowing their preferred learning style, if they are active learners and use metacognition. Though most students have a preferred learning style, it is also true that most can adjust their learning practices to accommodate different teaching styles (Soiferman 2014).
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