Name : Futwi Larasati
SRN
: 22216251104
Course : Higher Education Study Skills
The 2nd Assignment
1) High school: learning approach refers to the real behaviour of individuals and groups as
students in studying material related to their learning outcomes. In high school, the teacher's
primary focus is on teaching students how to learn a variety of subject matter. Students are
usually given group work and discussions as a tool to do well on assignments and exams.
Students also usually receive notes needed in class.
University: The main focus of the lecturer is the subject matter itself. The information
presented in class emphasizes important concepts. Students must organize and relate these
concepts independently, so taking notes in class is very important.
2) The learning activities at the university:
a. Brainwriting activity
b. Collaborative concept mapping
c. Real-time reaction
d. Sketch noting
e. Peer review
f. Chain notes
g. Ideal speed dating
h. Empathy mapping
3) A detailed explanation of the learning activities at the university:
a. Brainwriting activity
This activity gives students time to come up with their ideas individually before sharing
them aloud. This brainwriting will build a space for individual reflection that leads to
better ideas.
b. Collaborative concept mapping
This activity can allow them to review their previous work, or it can help them map out
ideas for projects and assignments. When learning online, students can now use many
online tools that make it easier to map relationships between ideas.
c. Real-time reaction
While students watch videos or view other students' presentations, lecturers can ask
them to share their reactions in real time. This helps students see trends and consider
new points of view.
d. Sketch noting
Sketch notes refer to the activity of making sketch drawings that represent what they
have learned in class. This will encourage students to visualize their understanding and
see their learning from a different perspective.
e. Peer review
The peer review process can be carried out by students by exchanging their essay drafts,
proposals, or reports, then providing comments and questions to one another. Be sure
to be clear about what the goal looks like by using a helpful rubric. For example,
students can identify compelling arguments, unanswered questions, and other logic.
f. Chain notes
In this activity, the teacher can write down several questions on a piece of paper and
give each one to the students. The first student adds a response and then continues the
page to collect more responses. These various contributions can help build a more
complete understanding. Furthermore, by using technology, lecturers and students can
use shared documents for editing. Therefore, the class can check responses and identify
patterns and missing pieces.
g. Idea speed dating
Students can share insights on a particular topic. When they present their learning many
times, students' presentation skills and perspectives will grow.
h. Empathy mapping
Lecturers can take a page from the handbook and invite students to explore more
deeply. Write down what students say, think, do, and feel. The ability to slow down and
immerse yourself in another point of view is invaluable. In another way, empathy helps
students create better learning patterns.
4) The difference between what we find in the text and what we know is that there are no chain
notes and empathy mapping in the learning process so far. Usually, we do not write down
several questions on a piece of paper and give each one to the students. Students do their
note-taking for themselves and rarely do empathy mapping. Apart from that, students are
still trying to do their best in their learning activities at the university.
5) Independent learning is a way or process of learning in which students have control and
ownership of their learning. They can organize, direct, and evaluate learning that refers to
their actions. In addition, independent learners can also make informed choices, set goals,
and make decisions about how to meet their learning needs.
6) The characteristics of the independent learner by Myrand and Sorflaten, 2003, p.35:
a. Having a self-reliant
b. Can make an informed decision about the learning
c. Aware of the strengths and weaknesses
d. Can connect the classrooms with the real world
e. Take responsibility for the learning
f. Know about the different strategies for learning
7) I am an independent learner enough because I am trying to be an active learner, responsible
for the tasks or assignments and complete them to the fullest. In addition, I try to organize,
evaluate, and commit to the existing deadlines. May it can be the key to success in the studies
that I am currently undertaking nowadays.