Blog Post #6: Learning How to Learn

It may seem crazy to think that those who get accepted to college and university may actually come into academia without fully being prepared to learn. Many students come into postsecondary after successfully completing high school or other pursuits and yet have to learn or re-learn study habits, time management skills, organizational skills, and more. In today’s world, it is not surprising that high school students struggle in college, especially when they come from a system that has lowered expectations, removed deadlines, and eliminated homework from the academic experience. I do not mean to offend anyone with that comment; however, my personal experience with having two high school students has lead me to believe that our education system is failing to prepare students for the responsibility of being self-directed, academically prepared learners.

The article by Ambrose (2010), chapter 7, discusses how students can become self-directed learners and offers tips and techniques for how to develop metacognition. Meta cognitive skills was defined as “the process of reflecting and directing one’s own thinking” (Ambrose, p.190) and can help support students to assess their own learning and performance while also making any adjustments needed to become successful.

Having good metacognition requires students to be quite self aware and self reflective about their abilities and talents associated with study and work habits. This type of processing can assist students to adapt to new learning environments and apply the techniques that will best support their learning. The challenge however, as Ambrose points out, is that students do not always possess these reflective skills and often continue to make the same mistakes over and over again as they tackle assignments and tasks. Some of the most common mistakes students tend to repeat involve procrastinating, over or underestimating their skills, and failing to plan for and/or meet the standards required of assignments. Failing to make adjustments or improving upon procrastination may not actually be about student’s bad habits or behaviors, but rather is attributable to a lack in metacognitive ability.

The title of my post is at the heart of what I took away from reading the article—students need to learn how to learn in order to become successful in postsecondary. Much of the work needed, especially, during the first year, has to focus on study skills, paying attention to details and requirements asked of assignments, learning how to write, figuring out how to organize time, and managing their schedules and deadlines. Students ultimately need a crash course in College 101. It is unfortunate that many students who are bright and capable fall apart and fail because they are missing the essential skills needed to become self-directed, goal oriented, and successful learners.

In pondering this issue and considering the varied and helpful tips offered by Ambrose, I wondered if students could also benefit from prepatory classes that could teach all of the skills needed to set students up for success. Perhaps it could be one or two classes per week that were dedicated to helping students acquire metacognition, encouraging them to identify learning goals, and adjusting their habits to be responsive to the new demands put upon them. The course could be layered with additional skills that students often lack such as writing, critical thinking, and self-reflection skills. A course like this could also address issues that students may encounter such as how to maintain motivation, how to critique their work, and how to combat stress.

It is sad to think about how many students may drop out of college or fail because they didn’t have the skills or supports needed to adapt to the challenges of postsecondary, or because they didn’t know such supports were available. It may also be that students are contending with other life issues beyond the academic ones that can cause interference with their success. Bracher pointed out additional issues that may interfere with learning, including issues of substance abuse, emotional regulation, and competing or poorly coordinated identities. These issues can further compound the problem of learning and impede success.

Issues like these can prevent or interrupt a student’s success if they go unacknowledged. Students may suffer in silence or may be fearful to speak out because they assume it is their issue and may not recognize that others often share a common experience. I can’t help but think about the challenges women often experience when dealing with complex life demands while also battling family life, financial issues, and struggling to succeed in school. Some women’s experiences may also be layered with mental health issues or disabilities that can further impede success. The issues preventing success can be deep, layered and varied.

I guess the important thing for educators to realize is that there are layers of issues that students may be dealing with that can compete with their commitment or ability to succeed academically. Being aware of possible issues such as how well students are prepared for the learning environment or how well they can cope with the pressures of life and learning are important considerations for faculty. It is critical that faculty pay attention to cues and are responsive to learners on an individual level while offering guidance and support as needed. It is also equally imperative that the administrative levels of colleges and universities are aware of students needs and offer the necessary supports and resources. Ultimately, the role of postsecondary is about educating citizens in holistic ways that involve whole person development. If we truly believe in the original intent of a university education, beyond the modern day capitalistic, market-driven political system, then we believe education should be emancipatory and enriching. If this is our belief, then we must also believe that we have a role to play in being part of the paradigm shift toward education that is truly liberatory. For me that means supporting students to learn, grow, and think in new ways while also helping them to become the people they desire to be.