Reasons for Studying at the University - Report Example

Personal Reflection and Essay By Course Tutor Institution Date: Reasons for Studying at the University Getting the chance to attend a university is considered to be quite an achievement on its own. According to Billet (2011, p.20) attending a university provides the student with the improved prospects of different jobs as a benefit, because of being exposed to different disciplines. However, there are various reasons as to why I decided to study at the university. This was however incited by certain elements in my life that motivated me to apply for a chance to attend university. Back then, as I made the application my view of life and university studies might not have been as critical and insightful as it is now that I am in a University. The goals that I had set as I joined the university were not so solid, there were much more inclined to passing the examinations and acquiring a degree. The principal reason for joining university back then was in order to get a good job after the completion of my study. This is due to the notion that when one completes their university education there is a higher chance of being hired in a white collar job in big organizations .The other immediate reason for my application was to increase my knowledge and understanding. This is because of the numerous facilities that are readily available at the university. Some of the new things that were to be expected at the universities included socializing and making ties with elite people, including the professors. I knew this was a place where I could meet solutions providers and professors; people who were experts in various fields, and who would come in handy in my life. It would also be interesting to hold talks with such individuals since they would enable me to see a different perspective of pertinent issues in the society. For instance, imparting knowledge of various fields that I do not undertake on me, explaining the reasons why some words are considered obsolete. I also believe that an individual is endowed with respect from others who attend the university. This is because the world views the experienced in studies as the elite who are respected and seem to live better life than that of the uneducated people. Therefore, attending the university seemed to be a very noble idea since at the end of it all, with the effort put in, I would be able to graduate. This would be my pathway to gaining knowledge that would assist me in the business world especially during times when the unemployment rate is on the increase. Past Learning Practices and How and Why they Have Evolved I do not have previous experience with tertiary education; however, I can link my previous education to that in high school, where learning was somehow different from the university learning practices. In high school, learning was more individualistic than group work. Hence, individualistic learning is highly encouraged in high schools. In most cases, one had to do individual assignment and the library was the preferred place to do research for the assignment. Students rarely consulted teacher except on technical subjects like mathematics. In a high school, the age bracket is almost the same and rules were strict; therefore, studying was a mandatory and there was the patronage of teachers to ensure that everyone attended classes and had done their assignment. This patronage created the illusion of education being more like a punishment. High school students carry out their assignments but not as keen and careful as they are intended. However, at the university, there exists no patronage and students carry out their assignments enthusiastically since there are multiple sources of reference. Eugenia (2010), states that contrary to the formal learning in high schools, University learning offers the student with the chance to manage his or her time which is a vital skill in life. Another difference between my current learning practices and my former learning practices at high school is that some subjects were mandatory. This means that no matter your career aspirations one was required to take those subjects. This resulted in lack of enthusiasm from some students and a negative attitude towards high school in general. This brought about the tendency to concentrate on subjects that one thought would be prerequisites for study of envisioned courses at the university. At the university, however, one rarely neglects certain units, as they are mostly interrelated and are within his chosen course. The university offers a learning environment where you are allowed to make your decisions, which is not the case for high schools where one is pressured into following strict guidelines and rules. Despite this, the classroom environment was not as tense as that at the university due to the minimal number of students per class. This was good as one had the ability to consult a teacher personally during a class session and the teacher would be able to offer guidance to individuals. At the university contrary to the individual guidance available at high school, it is rare for lecturers to offer individual guidance in the lecturer rooms; one has to make a point of consulting the lecturers in their offices. The approach I had in high school was simplistic, such that there was no critical thinking. However, this has changed while at the university as now I do more thinking and consideration of all factors before solving problems. Hence, this made me realize that a problem could have more than one facet. Demonstration of Engagement with the Course within the Semester Throughout this course I have been pondering over my past ways of learning and their failure or effectiveness and have come to a realization that university education unlike high school education, offers space for open mindedness and critical thinking. These are necessities in the workplace and schools and the key ingredients for innovation and invention. Hence the course has enabled me to stop just grasping what I read as is written down but to have critical thinking of how what I read could be bettered and improved. The course has also changed my perspective about group work since I have come to understand that they are not a waste of time but are a critical method of understanding and acquiring new knowledge when properly implemented. In addition to this, the study of the course has given me an insight of cultural diversity can be used as strength in group work rather than a source of conflict. I have also learnt that group work can improve one’s skills while indirectly improving the abilities of others. Through the course I have come to learn that collaborative learning is a better way of understanding concepts and a way that can change an individual’s perspective towards issues that beforehand seemed simple. However, as the course has enabled me to understand, guidelines need to be laid down before starting collaborative learning in order to militate against conflicts that may arise. I have also learnt that time is also a great asset as in this course. King (2009), states that learning practices are today changing so as to accommodate the relevance of the society. The new generation is today keen on adopting new learning trends especially when it comes to learning new topics in a university. The little time spent with peers can be used to discuss issues relating to the course work, and this can in turn develop students who may not be very conversant with certain topics of the course. The course has also been integral in instilling values of patience with students in a group who may seem to be slow in learning since it has allowed me to see that this slow progress in learning may be due to demotivation due to other members of a group who may hog all the group discussion time. Hence the course has enabled me to realise that group work is not about covering a large part of the course with some members getting to learn anything, but it is about assisting everyone in the group to understand and be at par with the much that is to be covered in a subject with fair division of roles and equal participation. Students are motivated to complete their assignments when there is equal participation in collaborative study groups (Watson, 1995). Lastly, the study of this course has taught me that despite the age bracket of individuals, when one is within a well-moderated group, it is very easy to understand and relate with each other. This enables sharing of ideas and experiences that one can build on to provide solution to problems that may arise. This is an indicator that dialogue with diverse people is indeed a means of acquiring knowledge that may not necessarily be obtained from books. Benefits of collaborative learning Collaborative learning has been acclaimed as the most effective method of learning especially in high schools and elementary schools (Economides, 2008, p.245). It is said to be more effective to slow learning students than individual learning. Collaborative learning refers to an approached used in education whereby learners are grouped or paired together in order to finish certain tasks, come up with solutions to problems or come up with new products. In academics the concept involves grouping of students at different performance grades with the aim of enabling them assist each other achieve educational goals. The underlying elements of collaborative learning are through consensus building by way of cooperation of the members of a study group. This is in contrast to individualistic methods. This method has been widely recommended for ultimate achievement in education and the benefits it offers. In the co-operate world today, teamwork is very essential in organizations and this system of learning is a very good way of preparing students to be team members (Laal and Ghodsi, 2011, p.489). This essay outlines and gives insight on the benefits that are acquired as a result of collaborative learning in university education in the twenty first century. The benefits incurred as a result of collaborative learning can be viewed in four categories. These include the academic, social, assessment and psychological benefits. Academic benefits are the most desired in an educational setup. The benefits collaborative education may offer in terms of academics are numerous (Whatley and Bell, 2003, p.151). These benefits may include promoting critical thinking, whereby the students are able to brainstorm over ideas and get views from others, this enables them to approach issues from a different perspective. The students are able to evaluate problems and situations that face them and come up with solution that solve the problems in a wholesome manner. This is very essential even later on at the workplace. Another benefit related to academics due to collaborative learning is that the students are able to build and enhance suitable problem solving technique. According to Economides (2008, p.245), collaborative learning enhances positive response to issues by the society. Use of this method in learning also enables active participating of students in learning. The results of a class are also improved if this method is used since the weaker students and the bright students assist the students who are slow to learn. A group that uses collaborative learning achieves higher thinking capacity levels and students in the group are able to retain information longer that those who study as individuals. Collaborative learning helps establish an atmosphere where there is cooperation and good relationship building. This is because the students feel that they are supposed to assist each other and that the good results of other students will not affect them negatively. Another social benefit is that this approach to learning leads to better understanding between the staff and students and also among the students themselves. The approach also helps to build a social system, which supports learners in which they can consult certain student when they encounter students while studying without feeling inferior. Roberts (2004), points out that implementation of collaborative approach in learning is also a big booster to student morale and self-esteem. The students are able to interact without there being barriers and feeling of inferiority to some students since the approach creates an atmosphere of equity between all students. This way the weaker students are able to express themselves freely and feel that they too can be achievers. Another psychological benefit arising from the collaborative learning approach is the students are able to develop good attitudes towards their tutors and view them as people who are at the institution to assist them attain good results rather than people who are there to make their lives miserable. Anxiety in the classroom is also decreased as collaborative learning enhances free-associating of students. Collaborative learning has also been attributed to development of student’s oral communication skills (Johnson and Johnson, 1986, p.25). In terms of assessment, collaborative learning approach allows the teachers to observe the students as they study and get to establish weaknesses whereby they can guide the students to better methods of studying. In addition, the teacher can be able to pick students without bias for personalized classes. Collaborative learning provides different techniques to carry out students ‘appraisal. Generally, assessment in collaborative learning can be classified into two categories, these being summative and formative assessment. Formative assessment is whereby tasks conducted are used to relay feedback and evaluate progress of students motivating them to increase their capacity and aim higher (Millis, 2001). Summative assessment differs in that activities and tasks performed are used to gauge the results and competency of individuals. Challenges of Collaborative Learning Implementation of technology in-group study for research help the group members acquire technical skills and ability to use equipment. Certain conditions have to be fulfilled for successful collaborative learning (Economides, 2008, p.245). There should be frequent readjustment of the group’s handling of functions and enhancement of the group is functioning in order to maintain its effectiveness and avoid laziness. Placing people in a room and proposing that they are a collaborative group does not make that a collaborative group and various factors pose a challenge to collaborative learning. Most of the lecturers attributed this to expansive material to be covered and less time available to provide guidance on group work (Jorczak, 2011, p.210). This may however result to pseudo group where students divide work then compile it together during handling in as one assignment. Another issue that is a challenge to collaborative learning is laziness and laxity of members of a group and hence resulting to the workload being handled only by certain individuals in the group. This can be due to no feedback and guidance from lecturers. Culture is also an outstanding challenge to effectual collaborative learning. In culturally mixed groups, language is a challenge to success of collaborative learning. This is because some students who are not proficient in a major language of communication may not be able to express themselves in an understandable way. Some group members from certain cultures may not want to disagree with others even when they are wrong due to the upbringing and culture. Reluctance by some students to join groups consisting students from diverse cultures is also a hindrance to effectual collaborative learning. In Taiwan, teachers who presume that instructive method is the best way to learn are also a challenge (Zhang and Sheng, 2009. p127). This is because the use of the method whereby the teacher dictates all does not allow integration between students as the barely have the time to even converse during class time. This method rarely stimulates the students to think and dialogue over issues they are left to ponder of unanswered questions when the study the notes later. Assessment methods are also a challenge in this approach to learning. This is because excellent students could get average grades by virtue of a group’s assessment this may make them feel that being members of a group is not treating them fairly and the that the assessment is not fair. While on the other hand poor, students could pass with good grades through being a member of a group hence giving the students a false state of their individual achievement. According to Mangal (2009), lack of good assessment techniques may be because of the lecturer’s lacking of training in assessing group work. There must be group goals and personal accountability for effectual collaborative learning. Lack of individual drive and accountability has also been cited as a common challenge in collaborative learning as some students do not participate in the workload of the group but just avail their name during handing in. This leaves the other hardworking students having to handle all the workload and feeling they are being misused in the group. At the end of the task, only some of the members of group get to learn the concepts being taught while some others do not get to learn at all but still get rewarded good grades. The emergence of dominant personalities in the assigned tasks is also a factor that can hinder effectiveness of collaborative learning effectiveness (Whatley and Bell, 2003, p.151). These two factors, of students riding on others work and that of dominant personalities can be put in check by designing an assessment method whereby individuals can be assessed in addition to group work assessment. Giving review and receiving criticism negatively can also be a major hindrance to performing of tasks by a group as it may lead to conflicts within a group. This can be especially in groups of pairs. Some students also are not motivated when spending many time explaining things to others and may consider it a waste of time. Tolerance and constructive criticism should be encouraged in order to avoid such challenges. For effective collaborative, certain communication medium may be required and with the absence of this might lead to improper performance of tasks by the group. The communication medium may include use of internet-based tools, which may not be readily available or have to be purchased (Whatley and Bell, 2003, p.151). Wrongful use of these tools without following rules prescribe by the group could lead to distraction and lack of attention affecting the performance of tasks by a group. While use of collaborative learning has, some challenges the benefits exceed these challenges making it a key method of assisting students achieve their academic goals and improving social understanding and tolerance to people from diverse backgrounds. Bibliography Billett, S. (2011). Professional and practice-based learning: Developing learning professionals. New York: Springer. Economides, A, (2008), "Culture-aware collaborative learning", Journal of Multicultural Education & Technology vol. 2. 4, pp.243-267. Eugenia , M. (2010). Comparative blended learning practices and environments. New York: IGI Global Snippet. Johnson, R.T. and Johnson, D.W., (1986), "Action research: cooperative learning in the science classroom", Journal of Science and Children, Vol. 24, pp. 31-2. 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Publication, New York. Roberts, T, (2004), Online Collaborative Learning: Theory and Practice, Edition of book, Idea Group Inc (IGI), New York. Watson, S. B. ,Marshall, J. E ,(1995). Heterogeneous grouping as an element of cooperative learning in an elementary education science course. School Science & Mathematics, 95(8), Whatley, J. Bell, F., (2003), "Discussion across Borders: Benefits for Collaborative Learning", Journal of Educational Media International, vol. 40. 1-2, pp.139-152. Zhang, K. Sheng, P., (2009), "Online collaborative learning in a project‐based learning environment in Taiwan: a case study on undergraduate students’ perspectives", Educational Media International , vol. 46. 2, pp.123-135. Read More