Self-reliant Learners in Higher Education: Perspectives and Insights

Abstract

The prime objective of this study was to explore the level of adopted self-regulated learning (SRL) strategies of students studying at higher education. A qualitative research approach was adopted to collect data from the students of one public sector university. A convenient sampling approach was adopted to collect data from sixty participants studying in various undergraduate programs. A semi-structured interview protocol was developed to collect data based on the three key components of self-regulated learning. All the interviews were recorded verbatim for analysis. Content analysis was performed to analyze data. Sub-categories of three phases of SRL model was considered as unit of analysis. Findings were inferring in view of each phase of self-regulated learning. Findings suggested that the adopted level of self-regulated learning of learners at higher education was very weak. As to forethought, learners do not set goals, plan and analyze their tasks. As to performance phase, students mostly reported their working styles. They report certain strategies to perform their tasks which were mostly collaborative. They did not particularly mention about self-control and self-observations in relation to their tasks. Lastly, as to self-reflection phase, no particular finding was identified in relation to this phase, students mostly depend on their teacher to receive feedback on their tasks. They hardly judge their performance and react accordingly.