Reflective Essay on Development as a Learner and Expectations from University Course

This reflective essay discusses the development of a learner during a university module and their expectations from the university course. It reflects on the theoretical knowledge gained, development of communication skills, self-control, and accountability. The essay also discusses the expectations of students from the university course and the development of professional capabilities such as cross-cultural and team working skills, time management, and creativity.

CW1 Reflective Essay
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TABLE OF CONTENTS
INTRODUCTION...........................................................................................................................3
ESSAY.............................................................................................................................................3
Development as learner during module.......................................................................................3
Expectations to university course and approach towards future challenges................................4
CONCLUSION................................................................................................................................5
REFERNCES...................................................................................................................................6
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INTRODUCTION
Reflection is defined as the practice to evaluate and analyse own decisions and approaches
so that their impact and learning can be summarised and learned for future practices (Whitelock-
Wainwright and et.al., 2021). With reflection upon knowledge gained during module and
learnings individuals can assess their own potential and can make required improvements in
professional development. This report will discuss the learning from the university course and
reflection about application of those learnings to deal with future challenges.
ESSAY
Development as learner during module
As a learner I have developed in various dimensions of professional development. The
theories and concepts which were covered in module gave me theoretical knowledge and
understanding of core principles which guide my professional front (Yang and et.al., 2020).
Without this theoretical expertise I will not be able to feel confident or to accurately apply my
skills and knowledge. In the first year I used to be very introvert and unconfident in terms of
communication. However, with passing years it becomes a development opportunity for me to
interact with students from different cultures and beliefs. Thus gradually I developed as
confident speaker. University education is not based on only theoretical learning instead it also
involves practical tasks and applications.
Thus the module helped me to groom as challenger who must be always ready to adapt
changes and difficulties. I am able to manage and deal with the problems more maturely and
with dedication. Before university there was lack of self-control and motivation because in
school teachers and parents used to encourage me for development (Naylor, Bird and Butler,
2021). However, in university and module learning though tutors provide great support but still
the responsibility of development was largely on me only. Thus I was able to take responsibility
and accountability about my own actions and decisions. This sense of accountability is vital in
making important life related as well as professional decisions. In the entire course of module my
development was not uniform and easy.
There were several instances when my failure discouraged. I felt demotivated and
devastated that I could not make it. However, with support from tutors and friends I got to learn
the fighting spirit. I think the wide environment of university also helped me to develop my
beliefs and ideology from broader perspective. For instance, earlier I used to be very restricted
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about acceptance of others point of view or beliefs (Saks, Pedaste and Rannastu, 2018). In
classroom discussions as well as in activities I understood that each individual is different and it
is normal that they may have diverse opinion. However, as progression of the module I began to
understood that I can disagree with others but I must respect their views. This acceptance also
helped me to groom my research abilities so that I can know and understand others with more
clarify and knowledge. The module learning also helped to take self-initiatives for solving the
problems instead of relying on mentors or family to assist and taking an initiative.
Expectations to university course and approach towards future challenges
While studying in university students used to have lot of expectations related to their
personal as well as professional development. As a student most of the individual seek that they
must be culturally protected in their initial years. University environment is different from that of
school thus most of the students have fear about environment (Abdalmenem and et.al., 2018).
Learners expect that in university they will get fair opportunities, response and treatment from
their teachers and colleagues. Another important expectation student have is that university must
have all essential support services. For instance, for students there must be facilities of library,
food, notes, part time jobs as well as counselling services. With university education learners
have hope that after completing their education they will get good career options. Thus it is the
responsibility of the management that academic syllabus and courses must be in alignment with
the recent development in the real world situations. Many students have expectation that in
university they will get chance to have more flexible environment so that instead of only
focusing on academics they can also groom themselves in other curriculum activities. Students
also expect that university teachers must be more inclusive with them in terms of teaching and
assessment.
As university learner I also got the chance to develop various professional capabilities.
Those capabilities will assist me in managing my professional work more systematically. For
completing the university assignments, I was engaged in different team work projects. This has
helped in developing cross cultural and team working skill. Hence in future if I will have any
conflict with my professional colleagues then I will not take stress. Instead it will successfully
manage the situation with my good conflict and team management skills (Hassel and Ridout,
2018). Time management and creativity were essential elements in getting good grades at
university. However, these skills will also helpful for me in future when I will have short
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deadlines for project. In such challenging situations I will try to use time management techniques
for achieving my goals on time. The creativity which I developed with university environment
will be helpful for me in personal as well as professional context. In future I will always engage
myself with creativity in work so that my outcomes are always up to the standards and
satisfaction of my supervisors. In university as learner I got experience of facing multiple
difficulties and assignments thus it has made me very strong in terms of facing difficult
situations. Owing to my university experience I never get nervous about problems instead I will
remain calm for effectively using my problem solving skills and to get the best possible
solutions. These skills will have great contribution in enhancing my abilities and skills.
CONCLUSION
It can be concluded that knowledge gained from the university course are vital for the
professional as well as personal development of various skills. It can also be concluding that
reflective practices can help in effectively utilising that gained knowledge.
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REFERNCES
Books and Journals
Abdalmenem, S.A., and et.al., 2018. The Performance Efficiency of University Education
between Reality and Expectations. International Journal of Academic Management
Science Research (IJAMSR), 2(10), pp.66-76.
Hassel, S. and Ridout, N., 2018. An investigation of first-year students' and lecturers'
expectations of university education. Frontiers in psychology, 8, p.2218.
Naylor, R., Bird, F.L. and Butler, N.E., 2021. Academic expectations among university students
and staff: addressing the role of psychological contracts and social norms. Higher
Education, 82(5), pp.847-863.
Saks, K., Pedaste, M. and Rannastu, M., 2018, July. University Teachers' and Students'
Expectations on Learning Analytics. In 2018 IEEE 18th International Conference on
Advanced Learning Technologies (ICALT) (pp. 183-187). IEEE.
Whitelock-Wainwright, A., and et.al., 2021. An exploratory latent class analysis of student
expectations towards learning analytics services. The Internet and Higher
Education, 51, p.100818.
Yang, L., and et.al., 2020. Expectations in transition: Students’ and teachers’ expectations of
university in an international branch campus. Journal of Studies in International
Education, 24(3), pp.352-370.
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