Study Skills that Are Needed at Higher Education Level - Coursework Example

Raymond Robson ID: ROB14465621 Unit STUDY SKILLS FOR DISTANCE LEARNING Unit 1314 Unit Victoria Ellis of Submission: Word Count: 1. Introduction Study skills that are needed at Higher Education level are ultimately gained through studying at that given level for a given period of time. Study skills are never attained fully formed, any more than a grown man pops out of his mother’s womb. “They evolve and mature through repetition, trial and error, critique from others and continued reflection as you progress through your individual journey as a learner” (Cottrell, 2003) The purpose of this module is to provide the opportunity to acquire and develop the study skills that will be necessary to successfully complete this course to a standard that I am aiming for. Being a competent independent learner is derived from being self motivated, being able to manage personal learning processes, good time management skills and continually reflecting on what and how you learn best and tailoring your energies to suit. Within this portfolio I will examine the development of learner independence, time management, self evaluation of personal learning, production of an action plan and improving my essay writing skills. If as anticipated this is completed successfully it will add additional skills to my current ones and aide me in my current quest to secure a higher second grade result on this degree course. KEY LEARNING GOALS 2. Activity 1 Developing Learner Independence 2.1 Discussion Learner independence or autonomy can be defined as “capacity to take responsibility for, and control of, your own learning, whether in an institutionalised context, or completely independent of a teacher or institution” (Thornbury, 2006). Learner independence is the ability of the learners to control their learning process (Holec, 1981). In the present age, when knowledge is growing at very fast pace because of the ongoing research work and rapid advancements in technology, the importance of independent learning cannot be overemphasized. Learners must understand that the education they are provided with at institutions is time-constrained, and what they need to learn is not limited to what they are taught in schools. Most learners used to learning in the traditional classroom environment do not develop independence in learning because this behaviour is not emphasized enough by the teachers. Many students would opt for independent learning if the teachers tell them that the resources can be used independently as well if they are interested in further self-study (Krzanowski, 2007). It is very essential for students to understand the process through which learning takes place and what style works best for an individual. Since distance learning requires self-motivation and independent learning on the part of the students, the importance of understanding this process increases. Einstein has emphasized the importance of providing learners with an environment that is best-suited to their learning needs and optimizes their tendency to develop autonomy as learners in these words, “I never teach my students. I simply provide the situations in which they can learn” (Einstein cited in Chalyova, 2011). As discussed by Bourner and Race (2008), part time and distance learners need to consider the importance of ‘E’ words. All learning needs to be effective, efficient and economic as time is precious and all students taking on this challenging task want to succeed. The final ‘e’ to consider is effort and how and where to apply the effort will be driven by the students ability to learn and reflect (Bourner and Race, 2008). According to Honey and Mumford (1992, pg 1) learning styles can be described as ‘a description of the attitudes and behaviour which determine an individual’s preferred way of learning’. Therefore, if the author is to be successful in her ongoing learning she must carefully analyse how she has learnt in the past and what processes will be the most effective going forward. This understanding, combined with hard work, determination and effort should prove to be effective and successful. 2.2 Questionnaire Developing myself as an independent learner The aim of this inventory is to help me to think about your approach to learning. Everyone is unique and there is no ‘right’ approach to learning. By learning how we learn and by exploring new and different approaches to learning it is possible to become even more effective learners. Name Raymond Robson Today’s date 08/01/14 Not very Very a) Before you go any further, indicate how Independent you think you are as a learner. 1 2 3 4 5 6 7 8 9 10 b) How would you define ‘independent learning’? Someone who is confident in their ability to learn themselves and has the self-assurance to stray from the path that has been laid down to them from a teacher or lecturer. Independence can be demonstrated in many ways in learning but what a person identifies the needs out of a task and tailoring it to his learning style to achieve a goal is a good indicator that the individual is an independent learner. c) Ask a colleague for an estimate of how independent you are as a learner. 1 2 3 4 5 6 7 8 9 10 How did they reach that mark? “Ray is independent in all aspects of his working life. I know that when I hand him a project that it will be well researched and executed irrespective of his knowledge base on that given subject matter, therefore I have given him a rating at the top end of the spectrum” S. Moore General Manager SECTION ONE: MOTIVATION Not very Very 1. How interested are you in your studies? 1 2 3 4 2. How keen are you to succeed in your studies? 1 2 3 4 3. How keen are you to become a better learner? 1 2 3 4 SECTION TWO: MANAGING YOUR LEARNING Never Rarely Sometimes Always 4. Before starting a study session, are you clear about what you hope to learn? 1 2 3 4 5. To what extent do you plan how and when you are going to learn something? 1 2 3 4 6. If you were having difficulties learning something, do you consider other sources of help? 1 2 3 4 7. If you come across new approaches would you incorporate them into your study process? 1 2 3 4 SECTION THREE: REFLECTION 8. To what extent do you question what you are told, for example by tutors, books etc? 1 2 3 4 9. When you have finished learning about something, do you think back about how effective your learning process was? 1 2 3 4 10. Do you change the way you go about learning new things as a result of thinking about past learning situations? 1 2 3 4 INTERPRETING THE RESULTS Now add up the numbers in the boxes you ticked in each of the three sections. Q1–3 (Motivation) Total = Independence level = 11 3 – 5 = low independence, 6 – 9 = moderate independence, 10 – 12 high independence Q4–7 (Managing Your Learning) Total = Independence level = 13 4 – 7 = low independence, 8 – 12 = moderate independence, 13 – 16 = high independence Q8–10 (Reflection) Total = Independence level = 6 3 – 5 = low independence, 6 – 9 = moderate independence, 10 –12 high independence GRAND TOTAL Grand total = Overall independence level = 30 Grand total: 10 – 19 = low, 20 – 30 = moderate, 31 – 40 = high 2.3 Reflection In this three-section based questionnaire, my tendency and process of learning independently has been evaluated on three parameters namely motivation, management of learning and reflection. Of the three, I have demonstrated an independence level of 11 in motivation, 13 in management of learning, and 6 in reflection which means that I have a high independence level with respect to motivation and management of learning and a moderate independence level with respect to reflection. Overall, although I have reached an independence level of 30 that signifies a moderate independence level of learning, yet I can be considered to have a high independence level of learning since the spectrum of high independence level starts from 31. One factor that has kept me from scoring 31 is that I never reflect at the effectiveness of the process of learning after I have finished a learning task. I should do this because self-learning is different from learning in the classroom where teachers provide students with feedback (Reinders, 2010, p. 48). If I do this, I can further improve my independent learning skills because I would know which process works best for me, so I intend to reflect on the effectiveness of the process of learning from now on. I believe that of the three, categories, motivation plays the most decisive role in one’s tendency to be an independent learner. I am best at learning independently about the subjects I find interesting. I know of and have access to a diverse range of learning sources and generally am skilled enough to understand even difficult concepts without the guidance of a tutor. 3. Activity 2 Time Management 3.1 Discussion Time management is a term that in reality is a misnomer; “You cannot manage time; you manage the events in your life in relation to time” (Chapman and Rupured, n.d., p. 2). In spite of the fact that training programs based on time management spread like an epidemic (Quirk, 1989), there is subjectivity in the definition of time management and insufficient literature that explains time management across a variety of disciplines. In addition, according to Hellsten (2005), a theoretical model of time management is yet to be developed. Generally, time management is defined as management of time in such a way that one is able to achieve one’s goals in time. Time management has been characterized as a habit that is made by means of determination and practice alone (Simpson, 1978), as respecting and adhering to those priorities (Soucie, 1986), and as establishing tasks and scheduling them (Jordan et al, 1989). Time management is very important in all fields of life in general and in learning and education in particular. One of the most fundamental factors that distinguish between the succeeding and failing students is management of time. Learners have to accomplish a variety of goals on daily basis some of which are related to studies while others are not. In order to be able to fulfil their responsibilities toward their families and others without compromising upon the quality of their work, it is imperative that they plan well in advance and work according to a schedule. The questionnaire I filled to evaluate my time management skills and the reflective log are as follows: 3.2 Questionnaire How well do you work? (Howitt, 2012,pg16) Yes No 1 Do I waste time X 2 Do I give time to my priorities X 3 Do I know what I want to achieve each day X 4 Do I put things off X 5 Do I waste other people’s time X 6 Do I set deadlines X 7 Do I meet deadlines X 8 Am I in control of my time X 9 Are others in control of my time X 10 Do I plan my time X 11 Do I spend too much time on some tasks X 12 Are there times in the day when nothing seems to get accomplished X 13 Do I prefer to do things that are interesting even if they are not a priority X 14 Do I spend too long on something trying to make it perfect X 15 Do I plan my time successfully in the short term X 16 Do I plan my time successfully in the long term X 3.3 Reflection The questionnaire based on 16 questions does a holistic analysis of one’s time management skills. There are many aspects related to time management which I am surprisingly good. I came to realize this while going through the questionnaire. I think that the extent to which one utilizes one’s time efficiently and manages it depends upon the kind of priorities one establishes for oneself. Because I have a certain priority in life that I spend a lot of time on doesn’t mean that everybody would approve of that as the right use of time. Some of my priorities include doing workout and hanging out with friends. While that may seem like a waste of time to others, but I consider this very essential as it keeps me fresh and active, and socially connected. One thing that I am happy about is that I waste neither my own nor others’ time. Every day, I try to make the most out of my time. Although I am not necessarily achieving some target all the time, yet the more targets I achieve in a day, the happier I get. In spite of the fact that I plan my daily activities very well, and try my best to achieve my targets, I have still said that I am not in control of my time because I frequently encounter challenges and circumstances that I could not think of before while planning. Everybody can plan but obviously luck plays its role as well. Everything is not in our hands, but we should try to achieve as much and as good as we can.  4. Activity 3 Self Evaluation of Personal Learning 4.1 Discussion Learning is a continuous process that takes place consciously and/or subconsciously. Learning strategies include “the special thoughts or behaviours that individuals use to help them comprehend, learn, or retain new information” (OMalley and Chamot, 1990). These thoughts and behaviours vary from one individual to another. Accordingly, different people have different styles of learning. Evaluation of personal learning provides an individual with an opportunity to realize their strengths, identify their weaknesses, opportunities, and threats. This realization is a pre-requisite of developing suitable strategies to maximize one’s strengths, minimize one’s weaknesses, and manage the threats and opportunities in such a way that threats can, at best, be converted into opportunities if not avoided. The learning styles and strategies adopted by an individual may reflect, in part, personal preference in place of innate endowment (Skehan, 1998, p. 237). People develop different styles of learning based on methods they deem suitable. The outcome of learning is considerably affected by and depends upon the style of learning adopted by an individual. “the how and the what of learning are intimately interwoven--[T]he overall approach a learner adopts will significantly influence the shape of his or her learning outcomes” (Candy,1991, pp. 295-296). Some people just cram things up whereas others understand the concepts which facilitates them in learning. While cramming leads to more accurate reproduction of the concepts, memory formed with cramming is generally short-lived. On the other hand, building concepts makes an individual produce them somewhat differently, but the memory stays with the individual longer. In the following section, I have undergone the SWOT analysis and have reflected upon the results subsequently. 4.2 SWOT Analysis Strengths Good planner Methodical and professional approach Genuine interest in topic subject Comparable work experience Vast experience in report writing Recently completed Foundation Degree Mature Student Dedicated with long attention span Weaknesses Work demand on personnel time No access to conventional libraries Inexperienced in writing formal essays and dissertations Tiredness in the evenings Limited computer processing skills Opportunities To increase social interaction with likeminded people To broaden knowledge base with lecturers and staff from the university team Option to discuss coursework with fellow students on discussion boards Network for new colleagues Threats Unplanned time demands from work No access to hard back library books Family leave/rotation cycle Purchasing relevant books quickly and cheaply will be difficult 4.3 Plan to Minimise Time Management Deficiencies Time management has been identified as high on my agenda of potential threats to the successful completion of this module. I am currently employed in a position were demands on my time quite often run over into my personal life. This unfortunately it a major characteristic of my position and I am limited to what I can refuse to take on and commit to. With that in mind there are some steps that I have introduced to minimise the impact of my current career which can at times take me different countries with very little notice Use bespoke paper based calendar to over allocate potential study times/periods Remain flexible to study periods Always have study literature close by to utilise unplanned study periods Plan in tutor study periods well in advance and stick to them Review clander regularly at least weekly to plan time efficiently with varying work load Review Action Plan regularly at least weekly to plan changes in learning style Merge computer calendar to enhance possibilities of maximising study periods Maximise study periods by utilising quiet study rooms in all sessions Disconnecting phone and email to reduce potential interruptions to study time 4.4 Plan to Improve Access to Reading Material I am currently working in Doha, Qatar and although it is reputed to be the richest country in the world it has no public libraries and only a handful of bookstores with extremely limited material. I have in the past struggled to comfortably read and digest electronic material and much prefer to have a hard copy of a book to refer to in my studies. Given that the afore mentioned situation is not due to get better in the short term I have came up with the following strategy to best mitigate this potential difficulty and anticipate that I will employ this programme in all of my modules on this course. Research as much literature as possible electronically before purchasing hard copy’s from the UK. When stockpiled will send in bulk for delivery to home address in Qatar. Utilise existing contacts within Qatar Universities to explore possibilities of accessing there extensive libraries Always try and use electronic books/sources that can be printed off making it easier for me to study By requesting study time from work this will enhance my chances to gain access to gain access to local university’s 4.5 Plan to Improve Motivation Levels and Reduce Tiredness With a combination of long working hours and stifling heat the norm here all year round it is fair to say that this is not conducive to a good studying practice. On a personal note I have never had issues with motivation when it comes to activities that interest me such as this course. However I think it is important to try and do everything that is possible to prevent this from becoming a issue and the below measures, I feel, will go some way in eliminating the potential problems around continual motivation and reducing the effect that tiredness can bring while attempting to study Be realistic when planning study periods, my output is greatly improved by studying regularly for shorter periods, for example 3 x shorter study periods of 3 hours as opposed to one longer session of 9 hours. Weekend study periods to go over two days as opposed to one long day Introduce rewards for a productive period of study Eating healthily and continuing with regular exercise in the Gym can assist in prolonging an individual’s concentration span Be regimental in sleeping patterns especially on weekends avoiding the consumption of alcohol the night before a study period Engage with fellow students through the universities Blackboard to maintain high levels of interest and dialogue, thus increasing an individual’s motivation to continue and enhancing ones thought process. Also set a minimum level per week of three visits to this area. Frequent contact with course tutor will assist in all areas of motivation and engagement in the module 4.6 Plan to Improve Writing Skills Although I have recently successfully completed a foundation degree with Leeds Met University gaining a Merit, and this has greatly improved my report writing skills I anticipate that I will need to improve upon these if I am to gain an even better mark in this course which is ultimately what I am aiming for long term. The below actions will prove pivotal if I am to improve these most valuable of skills. This I feel will also stand in good stead for the rest of my professional career. Allocating books/journals such as the Harvard referencing guide to my reading list Resourcing top grade papers and journals to utilise as benchmarks for good practice Receiving and acting on critique from course tutor on a regular basis to improve upon areas of improvement 4.7 Plan to Improve Work Life Balance This of all the threats and weaknesses that I have highlighted with this section is something that I have personally struggled with over the years, but if I am do achieve the best results possible from this degree than a structured plan of action should be implemented from the conception of this course. Many larger company’s and organisations go to great expense to produce hefty policies and procedures in an attempt to manage and mitigate the potential adverse effect that this can have not only on the individual but also the company’s brand and reputation. The below points will go some way to addressing the issues that are sometimes attributed to improving this balance Aim for an achievable level of work life balance Recognise the signs of stress and mange your workload accordingly When allocating dairy time be realistic and be regimented in adherence to predetermined time slots Politely decline unreasonable requests on your private time especially weekends 4.8 Reflection My biggest plus points as a personal learner are that I am a good planner and try my best to do everything professionally. Having recently completed the Foundation Degree, many concepts are fresh in my mind and I tend to increase my knowledge by frequently conducting research mostly over the Internet on my own. My weakness is that I do not have adequate access to libraries. I partly attribute this to the fact that I feel more comfortable searching things over the Internet than in books because I think that the latter is more time-consuming and lethargic as a process. My computer processing skills are basic but I am working upon improving them and am hopeful that they would improve with time. As I am a social person, I learn a lot from people, friends, and society. I believe that people should frequently interact with each other to keep updated on all sorts of opportunities and developments taking place around them. I keep in touch with both my friends and my professors so that I am able to continuously learn and contribute both in academia and industry. Since I tend to plan everything in advance, the biggest threat for me is unforeseen events that I could not think about in advance. Sometimes, it becomes really difficult to adjust them in my schedule and when I have to, I often have to compromise on my learning. Overall, I think that I am a good personal learner who manages things very well most of the times.  5. Activity 4 Developing Personal Action Plan 5.1 Discussion Development of a personal action plan is the first step that one can take to improve one’s tendency to learn and manage the time in a better way. A personal action plan, as the name suggests, is a plan that is suited to the timetable of an individual and is made in such a way that following that timetable, one can achieve one’s goals without compromising upon other commitments and responsibilities that one assumes. Professor Daniel Turban from the University of Missouri College of Business carried out a research over 327 job seekers and found that if an action plan is written at the commencement of the job search, chances of success are maximized. “Thinking about a plan, acting on a plan and reflecting upon that a plan were important early in the job search while having positive emotions were important later in the job search” (Turban cited in University of Kent, n.d.). In order to develop a practicable action plan, it is imperative that one first identifies one’s priorities. Action plan should be developed in such a way that each of the identified priorities is satisfied and is paid due attention towards. Although one should try to make a really practicable action plan right from the start, yet it should be mouldable if required later. Often, an individual encounters such challenges and circumstances that could not be identified before, so the action plan should be adjustable to them. 5.2 Personal Study Goals Without a personal goal or target in an activity it becomes inherently difficult to measure ones development and subsequently apply corrective actions action’s to improve and become a better all round learner. Below are the goals that I have set myself, both the minimum and best case outcomes have been considered and noted. GOAL Minimum Maximum Successfully complete the BSc Hons in Engineering Management Achieve a upper second class honours pass within 24 months Achieve a first class honours pass within 18 months To become a more independent learner Achieve a higher average mark than foundation degree Consistently achieve higher marks with the minimum of input from tutors 5.3 Weekly Timetable Within the previous sections I have identified the need for a calendar to assist in planning my time effectively. Scheduling activity in this way will not only make everything more transparent it aid and assist me in fitting in those last minute changes to my routine that otherwise might be inadvertently overlooked. I will look to merge this calendar with my work one so to give this the best possible chance of being effective. You will note that I have used different colours in an attempt to classify the importance of the activity. They are as follows RED: Activity Fixed, every attempt should be made to keep these current BLUE: Activity Moderate, can be moved to suit current work flow/situations BLACK: Activity Low, This will indicate visits/rewards etc It is my intention to replicate the calendar at the commencement of each module as I move through the course, a copy of which will be kept next to my study desk and on my pin board at work. November 2013 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 01 02 03 04 05 06 07 08 09 10 11 12 13 14 COURSE STARTS 15 STUDY TIME, 4/6 HOURS 16 STUDY TIME, 4/6 HOURS 17 18 TUTOR CONTACT 19 20 21 22 STUDY TIME, 4/6 HOURS 23 STUDY TIME, 4/6 HOURS 24 READING TIME, 2 HOURS 25 TUTOR CONTACT 26 STUDY TIME, 2 HOURS 27 COMPLETE ACTIVITY 1 & 2 28 REWARD NIGHT WITH FRIENDS 29 STUDY TIME, 4/6 HOURS 30 STUDY TIME, 4/6 HOURS December 2013 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 01 READING TIME, 2 HOURS 02 TUTOR CONTACT 03 STUDY TIME, 2 HOURS 04 05 06 STUDY TIME, 4/6 HOURS 07 STUDY TIME, 4/6 HOURS 08 READING TIME, 2 HOURS 09 TUTOR CONTACT 10 STUDY TIME, 2 HOURS 11 12 13 STUDY TIME, 4/6 HOURS 14 STUDY TIME, 4/6 HOURS 15 READING TIME, 2 HOURS 16 TUTOR CONTACT 17 STUDY TIME, 2 HOURS 18 COMPLETE ACTIVITY 3 & 4 19 REWARD NIGHT WITH FRIENDS 20 STUDY TIME, 4/6 HOURS 21 STUDY TIME, 4/6 HOURS 22 FAMILY ARRIVE FOR HOLIDAY 23 FAMILY 24 FAMILY 25 FAMILY 26 FAMILY 27 FAMILY 28 FAMILY 29 FAMILY 30 FAMILY 31 FAMILY January 2014 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 01 FAMILY 02 FAMILY 03 FAMILY LEAVE FOR HOME 04 STUDY TIME, 4/6 HOURS 05 READING TIME, 2 HOURS 06 TUTOR CONTACT 07 STUDY TIME, 2 HOURS 08 COMPLETE ACTIVITY 5 09 REWARD NIGHT WITH FRIENDS 10 STUDY TIME, 4/6 HOURS 11 STUDY TIME, 4/6 HOURS 12 READING TIME, 2 HOURS 13 TUTOR CONTACT 14 STUDY TIME, 2 HOURS 15 16 17 STUDY TIME, 4/6 HOURS 18 STUDY TIME, 4/6 HOURS 19 READING TIME, 2 HOURS 20 TUTOR CONTACT 21 STUDY TIME, 2 HOURS 22 23 24 STUDY TIME, 4/6 HOURS 25 STUDY TIME, 4/6 HOURS 26 READING TIME, 2 HOURS 27 TUTOR CONTACT 28 STUDY TIME, 2 HOURS 29 30 31 STUDY TIME, 4/6 HOURS FEBUARY 2014 Sunday Monday Tuesday Wednesday Thursday Friday Saturday 01 FAMILY 02 FAMILY 03 FAMILY LEAVE FOR HOME 04 STUDY TIME, 4/6 HOURS 05 READING TIME, 2 HOURS 06 TUTOR CONTACT 07 STUDY TIME, 2 HOURS 08 COMPLETE ACTIVITY 5 09 REWARD NIGHT WITH FRIENDS 10 STUDY TIME, 4/6 HOURS 11 STUDY TIME, 4/6 HOURS 12 READING TIME, 2 HOURS 13 TUTOR CONTACT 14 STUDY TIME, 2 HOURS 15 16 17 STUDY TIME, 4/6 HOURS 18 STUDY TIME, 4/6 HOURS 19 20 TUTOR CONTACT 21 SUBMISSION DATE FOR PORTFOLIO 22 23 24 REWARD NIGHT WITH FRIENDS 25 26 27 28 29 30 31 5.4 Personal Action Plan 5.4 Reflection I believe that time management is the first and the foremost skill that needs to be improved in order to be able to enhance our strengths and control over weaknesses. Therefore, I have developed an action plan in which I have scheduled two of my basic priorities which include studying and planning for the arrival of my family in a way that I would be able to give sufficient time to both. In all the months of November to February, I have reserved the arrival of my family as off-days. I would relax on Friday and Saturday afternoons Sunday through to Wednesday, I shall spend most of my time at work. I would divide my time between work and studies for the rest of the days in such a way that most of my time would be dedicated to my kids and family upon arrival whereas most of the study would be done on Fridays, and Saturdays. I have purposely kept the last two days of the week reserved for the bulk of my studies. I have found over time that completing shorter study times I am capable of producing better quality work with a higher output. I have found that the production of this section has surprised me the most in as much as I always considered myself a good planner and well organised individual but this task has demonstrated that improvements are always possible despite experience in a given area. It is my intention to regularly make such action plans in my future for my constant personal and learning development.  6. Activity 5 Evaluation of Essay Writing Skills 6.1 Discussion 250 Words on importance of good essay writing skills 6.2 Essay Write a 1500 word essay on one of the previous four activities. This must be completed in essay style, treating and arguing your work in an academic format. Need to include at least 8 different authors text books and journals and at least two of these should be electronic sources(not Wikipedia) 6.3 Review Review above activity 250 words 7. Conclusion 350 words 8. References Candy, 1991, Self-direction for Lifelong Learning, California: Jossey-Bass. Chalyova, V 2011, Ways to develop learner autonomy – tips for learning outside class time, [Online] Available at http://vladimiramichalkova.edublogs.org/2011/01/27/eltchat-%E2%80%93-ways-to-develop-learner-autonomy-%E2%80%93-tips-for-learning-outside-class-time/ [accessed: 2 February 2014]. Chapman, SW, and Rupured, M n.d., Time Management, [Online] Available at http://www.wiu.edu/advising/do+cs/Time_Management_Strategies.pdf [accessed: 2 February 2014]. Hellsten, LM 2005, The development and validation of a time management scale for exercise adoption, participation, and adherence, Doctoral thesis, University of Alberta, Canada. Archived by: Kinesiology Publications, University of Oregon, 419 pp. Holec, H 1981, Autonomy and foreign language learning, Oxford: Pergamon Press. Jordan, C, Cobb, N, and McCully, R 1989, Clinical issues of the dual-career couple, Social Work, January, pp. 29-32. Krzanowzki, M 2007, Successful Learner Autonomy and Learner Independence in Self-Directed Learning, [Online] Available at http://www.slideshare.net/markkski1/successful-learner-autonomy-and-learner-independence-in-selfdirected-learning [accessed: 1 February 2014]. OMalley, JM, and Chamot, AV 1990, Learning Strategies in Second Language Acquisition, London: Macmillan. Quirk, TJ 1989, The art of time management, Training, January. p.59-61. Reinders, H 2010, Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills, Australian Journal of Teacher Education, Vol. 35, Issue 5, [Online] Available at http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1454&context=ajte [accessed: 2 February 2014]. Simpson, BG 1978, Effective time management, Parks & Recreation, Vol. 13, No. 9, pp. 61-63. Skehan, P1998, A Cognitive Approach to Language Learning, Oxford: OUP. Soucie, D 1986, Proper management of your time, CAHPER Journal, Vol. 52, No. 2, p. 36. Thornbury, S 2006, An A-Z of ELT, Oxford: Macmillan. University of Kent n.d., Action Planning, [Online] Available at http://www.kent.ac.uk/careers/sk/skillsactionplanning.htm [accessed: 2 February 2014]. Read More