Lesson 15: Learning to be a Better Student

Intended Learning Outcomes:

At the end of the lesson students be able to:
1. Define learning and explain the characteristics of learning
2. Identify the changes that happen during learning
3. Develop ways to become an effective learner

Learning Defined

Learning is “a process that leads to change, which occurs as a result of experience and increases
the potential for improved performance and future learning” (Ambrose et al, 2010, p.3). The change in the
learner may happen at the level of knowledge, attitude or behavior. As a result of learning, learners come
to see concepts, ideas, and/or the world differently.
Learning is not something done to students, but rather something students themselves do. It is the
direct result of how students interpret and respond to their experiences.
While there are disciplinary differences in what students learn, it is important to keep in mind that
learning content or information constitutes only one part of learning in university courses. Regardless of
the field of study, students need to have significant opportunities to develop and practice intellectual
skills/thinking processes (e.g. problem-solving, scientific inquiry), motor skills and attitudes/values that are
important to their fields of study. In addition, students need opportunities to develop interpersonal and
social skills (often referred to as soft skills) that are important for professional and personal success.
Examples of these skills include teamwork, effective communication, conflict resolution and creative
thinking.

Characteristics of Learning

The ability to learn is one of the most outstanding human characteristics. Learning occurs continuously
throughout a person’s lifetime. To understand how people learn, it is necessary to understand what happens
to the individual during the process. In spite of numerous theories and contrasting views, psychologists
generally agree there are many characteristics of learning.

1. Learning is purposeful
Each student sees a learning situation from a different viewpoint. Each student is a unique
individual whose past experiences affect readiness to learn and understanding of the requirements
involved. For example, an instructor may give two aviation maintenance students the assignment
of learning certain inspection procedures. One student may learn quickly and be able to competently
present the assigned material. The combination of an aviation background and future goals may
enable that student to realize the need and value of learning the procedures. A second student’s goal
may only be to comply with the instructor’s assignment, and may result in only minimum
preparation. The responses differ because each student acts in accordance with what he or she sees
in the situation.
 Most people have fairly definite ideas about what they want to do and achieve. Their goals
sometimes are short term, involving a matter of days or weeks. On the other hand, their goals may
be carefully planned for a career or a lifetime. Each student has specific intentions and goals. Some
may be shared by other students. Students learn from any activity that tends to further their goals.
Their individual needs and attitudes may determine what they learn as much as what the instructor
is trying to get them to learn. In the process of learning, the student’s goals are of paramount
significance. To be effective, aviation instructors need to find ways to relate new learning to the
student’s goals

2. Learning is a Result of Experience

Since learning is an individual process, the instructor cannot do it for the student. The
student can learn only from personal experiences; therefore, learning and knowledge cannot exist
apart from a person. A person’s knowledge is a result of experience, and no two people have had
identical experiences. Even when observing the same event, two people react differently; they learn
different things from it, according to the manner in which the situation affects their individual
needs. Previous experience conditions a person to respond to some things and to ignore others.
All learning is by experience, but learning takes place in different forms and in varying
degrees of richness and depth. For instance, some experiences involve the whole person while
others may be based only on hearing and memory. Aviation instructors are faced with the problem
of providing learning experiences that are meaningful, varied, and appropriate. As an example,
students can learn to say a list of words through repeated drill, or they can learn to recite certain
principles of flight by rote. However, they can make them meaningful only if they understand them
well enough to apply them correctly to real situations. If an experience challenges the students,
requires involvement with feelings, thoughts, memory of past experiences, and physical activity, it
is more effective than a learning experience in which all the students have to do is commit
something to memory.
It seems clear enough that the learning of a physical skill requires actual experience in
performing that skill. Student pilots learn to fly aircraft only if their experiences include flying
them; student AMTs learn to overhaul power plants only by actually performing that task. Mental
habits are also learned through practice. If students are to use sound judgment and develop decision-
making skills, they need learning experiences that involve knowledge of general principles and
require the use of judgment in solving realistic problems.

3. Learning is Multifaceted
Psychologists sometimes classify learning by types, such as verbal, conceptual, perceptual,
motor, problem-solving, and emotional. Other classifications refer to intellectual skills, cognitive
strategies, and attitudinal changes, along with descriptive terms like surface or deep learning.
However useful these divisions may be, they are somewhat artificial. For example, a class learning
to apply the scientific method of problem-solving may learn the method by trying to solve real
problems. But in doing so, the class also engages in verbal learning and sensory perception at the
same time. Each student approaches the task with preconceived ideas and feelings, and for many
students, these ideas change as a result of experience. Therefore, the learning process may include
verbal elements, conceptual elements, perceptual elements, emotional elements, and problem-
 solving elements all taking place at once. This aspect of learning will become more evident later in
this section when lesson planning is discussed.
Learning is multifaceted in still another way. While learning the subject at hand, students
may be learning other things as well. They may be developing attitudes about aviation—good or
bad—depending on what they experience. Under a skillful instructor, they may learn self-reliance.
The list is seemingly endless. This type of learning is sometimes referred to as incidental, but it
may have a great impact on the total development of the student.

4. Learning is an Active Process

Students do not soak up knowledge like a sponge absorbs water. The instructor cannot
assume that students remember something just because they were in the classroom, shop, or aircraft
when the instructor presented the material. Neither can the instructor assume the students can apply
what they know because they can quote the correct answer verbatim. For students to learn, they
need to react and respond, perhaps outwardly, perhaps only inwardly, emotionally, or intellectually.
What Happens During Learning?

Brain Changes

When a person learns something new, the brain undergoes changes. The changes in the brain during
learning are (1) new nerve cells may grow and new neural networks will then be formed; (2) the strength
of existing synaptic connections changes, thus functionally changing the connectivity (and the activity)
within the existing neural networks in response to a sensory stimuli; (3) new synapses are formed between
neurons that were not connected before, thus effectively creating new networks of neurons that, when
active, represent a new memory.

With the advent of modern technology, almost everything is possible for humans to decode and
unlock, even the most complicated hardware-like brain which is composed of more than 85 billion neurons
(like microprocessors) and 10 trillion dendrites and synapses (like wires and connections).

Behavioral Changes

A student who was required to memorize and recite a poem in front of the class will have a negative
reaction at first. But by doing this frequently, the student will be able to find ease and master the art of
spoken poetry. What behavior was changed? It is a stage fright. At the start, a student of an Argument and
Debate class will have so many flaws in his or her reasoning and might commit some fallacies in his or her
first participation in a debate activity, but he or she will eventually master the art of debate. What behavior
was changed? It is false reasoning. A student who received zero grade and counseling from his or her
Technical Writing teacher after submitting a plagiarized paper will more likely not to plagiarize again. What
behavior was changed? It is dishonesty.

Learning has been defined as a permanent change in behavior as a result of experience. Thus, if a
student still applies some fallacies on argumentation or plagiarizes an article taken from the internet again,
then, based on the definition, there is no learning because the change is not permanent. Learning requires
continuity of behavior changes.
Becoming a Self-Regulated Learner

Self-regulated learning is an overarching term that addresses how students approach their learning,
work toward goals, and evaluate their performance. The topic of self-regulated learning intertwines
cognitive strategies, metacognitive strategies, and motivational beliefs (VanderStoep et al., 1996).
Ultimately, students who practice self-regulated learning can improve their academic performance, find
value in their own learning process, and continue to be effective learners once they enter the workforce.

These strategies can be especially profound for students who are trying to learn unfamiliar topics,
who come to college academically underprepared, or who are frustrated or de-motivated by setbacks.
Ultimately, students benefit by learning about themselves, what their strengths and weaknesses are, and
how they can manage their time and their learning strategies most efficiently (Zimmerman, 2002). As
Zumbrunn et al. (2011) conclude, "it seems as though self-regulated learning can make the difference
between academic success and failure for many students."

An effective learner regulates one’s own

learning by (1) planning and setting goals, (2)
using strategies and monitoring performances, (3)
reflecting on one’s own performance and adapting
strategies to achieve the goals. Students must first
analyze the learning task so they can strategize or
develop the best approach. Then, students apply
the chosen strategy and monitor their own
performance as they carry out the task. Finally,
students must reflect on the effectiveness of their
strategies and use these reflections to plan on the
next learning task.

Once a learner becomes a good self-regulator, he or she develops a set of skills and habits to be an
effective learner. Teacher must train learners to regulate their own learning by self-regulated strategies that
will help them for life-long learning.

How to be a Better Student

1. Set Goals
Goals, both short and long-term, are a great way to measure your success. If you don’t have
goals in sight, you have nothing to achieve or strive for in your courses. If you set concrete goals
for yourself, it’s easier to become motivated and measure your success in those goals. Make sure
your goals are realistic! While you should challenge yourself, you shouldn't set yourself up for
failure, either. Remember, you can always set higher goals once you've achieved your first set.

2. Adopt an stick to a study schedule

Scheduling is vital to maintaining a healthy learning balance and keeping up with rigorous
courses.
3. Stay Well-Rested
If you’re awake and alert, you’re certainly more likely to absorb information given in class,
during study sessions and in class activities and participation. Think of it as an equation: awake +
alertness = A’s.

4. Take advantage of educator resources

In addition to attending class, there are a variety of resources available to aid students in
thriving and achieving in class. TA’s, office hours and study review sessions are amongst the
resources offered within specific classes. Additionally, many high schools and colleges offer
tutoring sessions free of charge to students who seek extra help with their courses.

5. Healthy study techniques for proper exam preparation

Study techniques considered “healthy” include balance, time-management and avoiding
all-night study “cram” sessions. Information is certainly easier to absorb when reviewed in
increments, rather than procrastinating until the last minute.

6. Develop note-taking skills

Listening and taking notes actively during class not only ensures the recording of accurate
information, but also reinforces the information through recording the information as you take it
in.
Have you ever gone back to your notes when it comes time to study for the exam and find
that they are illegible or difficult to understand? It's helpful to go over your note after class and
either rewrite them or outline the key information while it's still fresh in your mind.
You'll find it's much easier to utilize your notes and retain clearer information, come exam
time. Clearly, it also provides you with any important information that was only mentioned in class
when it comes time to review and study the exam material.

7. Extracurricular activities
Try to create a life outside of academics, like participation in extracurricular activities, such
as intramural sports or college clubs.
Contrary to popular belief, extracurricular activities increase a student’s overall college
experience, contribute to the learning process and aiding in balancing scheduling skills.

8. Study Buddies
Collaborating with other students is a great way to learn - as long as you're sure to choose
students who you'll stay on task with. Try finding various students in your class, rather than friends
you already have. It can expand your social group and you're more likely to stay focused on the
school work.
Students who form study groups with one another can often learn more through learning
by teaching. When students explain concepts to one another, they are able to learn and absorb the
information more easily.
Inversely, students that may need clarification on areas of study are able to ask peers in
order to be able to better understand the course materials.
9. Take advantage of school resources
Utilizing school resources for setting goals and creating positive study habits tremendously
aids in a student’s success. School resources are abundant and students who take advantage of such
resources are much more likely to succeed. Such resources include the utilization of school
libraries, career centers and school centers that provide tutoring and knowledge (for example:
student writing centers, math centers, etc).

10. Take on a manageable course load

When taking on a well-balanced course load, students are more likely to succeed because
of realistic expectations in the work load that can be handled successfully.

11. Attendance
This should be common sense – if students go to class, they will likely become more
successful in the course. Obviously, the course material is presented during class periods and
students that are paying attention tend to learn while in class and, thus, are more likely to perform
well on exams.

12. Participation
Going to class is one thing but paying attention and participating in class is another. If you
listen to the lessons, questions are likely to arise. If they come up in class, ask! If you’re too shy in
a large class, wait and ask the professor after class or during office hours. It’s important to know,
however, that if you’ve got a question, it’s likely that other students have the same question as well.
Whatever you do, DO NOT wait until it comes time to study for the exam!