Learning how to learn in higher education: understanding of learning and of responsibility for learning

This article examines central aspects of the process of learning how to learn in higher education: understanding the meaning of learning and the nature of student and staff responsibility for learning. It critiques student and staff survey responses collected during a three-year BA (Hons) Education Studies programme at a UK University. Student participant numbers ranged from 92 in survey 1 to 36 in survey 6. Seven students responded to all six surveys, two each year of the programme. Student and staff views of responsibility for learning were analysed to identify the frequency, range and pattern of response and their descriptions of learning were content analysed. Student responses were also examined for evidence of change in their understanding of learning during the programme. This article provides new insights into student and staff views of responsibility for learning and questions whether moving from understanding learning as acquisitional and informational to also understanding and experiencing learning as transformational could be an important feature of learning how to learn. It suggests that undergraduate programmes could provide valuable opportunities for staff and students to work together to develop students’ conceptualisations of learning and their ability to learn how to learn. Today, information is widely available, and students need to know what to do with it. They need to know how they can learn effectively, become aware of their learning approaches and continually develop these abilities and skills. Learning how to learn should be a key focus of higher education.