Independent study experiences can be extremely rewarding both for students and their advising instructors. As our CTE Teaching Tip: Self-Directed Learning: A Four Step Process explains, independent study gives students the opportunity to explore not only a givenÌýtopic but also their own learning strategies and goals, andÌýlearning contractsÌýcan play aÌýcritical role in ensuring that this process is a successful one. Learning contractsÌýgive ownership to students overÌýtheir learning at the outset of a project or class,Ìýthey prompt students to reflect on how they learn, and they establish clear goals and project timelines. For instructors, learning contracts serveÌýas an outline forÌýindependent study units and as tools to aid evaluation.
To maximize these benefits, students should develop their own learning contracts, whichÌýthe advising instructor reviews to provideÌýconstructive feedback and suggestions for modification. Because the contract is an agreement between instructor and student, both should sign the final contract and, if modifications become necessary as the learning experience progresses, both should approve and sign the modified contract.
This Teaching Tip reviews the benefits and limitations of learning contracts, outlines both student and instructor responsibilities in creating learning contracts, and concludes with a sample learning contract in the resources which you can draw on when designing independent study experiences for your students.Ìý
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Learning contracts...Ìý
- RequireÌýstudents to be intimately involved in the process of developing their unit of study.
- RequireÌýstudents to explore their readiness to learn and their self-directed learning skills.
- MaximizeÌýstudents’ motivation to learn because they have chosen the agenda.
- HelpÌýto keep less independent learners on course with specific and concrete goals and deadlines.
- May include a schedule of regular meetings with the advising instructor.
- EncourageÌýindependence of students, which can result in fewerÌýdemands made on instructors’ time.
- ProvideÌýa formal way to structure learning goals and activities as well as the evaluation of learning goals, whichÌýhelps to minimize misunderstandings and poorly communicated expectations.
- Schedule and enable the continual feedback about student progress.
- EnableÌýadvising faculty instructorsÌýÌýto encourage use of a wide variety of resources (e.g., peers, library, community, experiences).
Limitations
Learning contracts...
- May be challenging to create for students who are used to lecture/exam types of courses.
- May not be suitable for content with which students areÌýtotally unfamiliarÌý— some initial guidance may be required.
- May require modification as the unit progresses — careful thought is needed for how much modification is acceptable, whichÌýcould be defined at the outset of each unit.
- RequireÌýthat instructors redefine their traditional roles and make the transition from teacher to advisor.
Responsibilities for the learning contract
Student responsibilities
- Propose a written learning contract of what you want to learn and how you plan to learn it.
- Develop a detailed schedule that has you working on contract activities each week.
- Take the initiative to contact your advising instructor immediately to get the assistance you need (with, for example, motivation, resources, feedback, problems).
- Meet with your advising instructor regularly to review progress and discuss material.
Instructor responsibilities
- Assist in developing learning contract and ensure its completion and good quality.
- Recommend learning resources, such as books, journals, people, agencies, library materials.
- Be available as a resource for information, but allow the studentÌýto take initiative in asking for assistance with learning.
- Meet regularly with the student to review progress, share ideas, and encourage learning.
- Evaluate the student’s work as described in the learning contract.
Support
If you would like support applying these tips to your own teaching, CTE staff members are here to help.Ìý View theÌýCTE SupportÌýpage to findÌýthe most relevant staff member to contact.Ìý
References
- Knowles, M. S. (1986).ÌýUsing learning contracts: Practical approaches to individualizing and structuring learning. London: Jossey-Bass Publications.
Resources
CTE teaching tips
Other resources
- Kim, R., Olfman, L., Ryan, T., & Eryilmaz, E. (2014).Ìý.ÌýComputers & Education, 70, 150-160.
- °Â²¹³Ù±ð°ù±ô´Ç´Ç’sÌýStudent Success Office
- °Â²¹³Ù±ð°ù±ô´Ç´Ç’sÌýOffice of Academic Integrity
ÌýÌýlets others remix, tweak, and build upon our work non-commercially, as long as they credit us andÌýindicate if changes were made. Use this citation format:ÌýSelf-Directed Learning: Learning Contracts.ÌýCentre for Teaching Excellence, University of À¶Ý®ÊÓƵ.