Exploring students' independent learning and its relationship to mindset and academic performance.

Forbes-McKay, Katrina E.; Bremner, Pauline; Johnston, Pam

Abstract

There is increasing interest in the role of independent learning (IL) in higher education (Thomas, 2015). Indeed, several studies demonstrate the impact of IL on students' academic achievement (Difrancesca et al. 2016). Research also suggests that motivational beliefs (such as growth mindset) can foster and support IL (Yan et al. 2013), which in turn enhances academic progression, retention and student experience (Pintrich, 2004). There is, however, no simple definition of IL (McKendry and Boyd, 2012) and many students fail to understand what is expected of them. The aim of this study was to explore students' levels, understanding and style of IL, and its relationship to mindset, academic performance and engagement. Students from Robert Gordon University (n=123) were recruited via opportunistic sampling and asked to complete a Jisc online survey to measure: understanding of IL, Motivated Strategies for Learning (Duncan and McKeachie, 2005) and Growth Mindset (Dweck, 2000). Interaction with the University's Virtual Learning Environment (VLE) and academic grades were also measured. While most students considered themselves an IL (74%), had heard of the term (85%) and understood what IL was, 82% erroneously believed it meant learning on their own. Growth mindset was positively associated with level of IL, Self-Efficacy, Rehearsal, Elaboration and Organisation. Further, results indicated a positive relationship between level of IL and average grade. A-grade students engaged in significantly more IL and used more strategies of rehearsal than B-grade students. Those attaining higher grades (A/B) interacted with the VLE significantly more frequently and regularly than those attaining lower grades (C/D). The C/D grade students' interaction was more sporadic, with peaks around assessment submission deadlines. To improve academic progress and the student experience, therefore, educators need to enhance students' understanding of IL and employ an e-learning platform that is engaging, whilst enhancing the growth mindset and independent learning strategies of its learners.

Citation

FORBES-MCKAY, K.E., BREMNER, P. and JOHNSTON, P. 2023. Exploring students' independent learning and its relationship to mindset and academic performance. Presented at the 2023 International higher education teaching and learning annual conference (HETL 2023): re-imagining education: collaboration and compassion, 12-14 June 2023, Aberdeen, UK.

• Presentation Conference Type: Presentation / Talk
• Conference Name: 2023 International higher education teaching and learning annual conference (HETL 2023): re-imagining education: collaboration and compassion
• Start Date: Jun 12, 2023
• End Date: Jun 14, 2023
• Deposit Date: Sep 7, 2023
• Publicly Available Date: Sep 7, 2023
• Peer Reviewed: Peer Reviewed
• Keywords: Independent learning; Undergradaute students; Virtual learning environments (VLEs); Student attainment
• Public URL: https://rgu-repository.worktribe.com/output/2072038
• Additional Information: The abstract for this presentation appeared in the book of abstracts with the following title: "Exploring students' levels, understanding and style of independent learning, and its relationship to mindset, academic performance and engagement."