Independent Learning ! The challenge of managing the time away from classes, particularly for research The first stage could be to work out how much time you have for independent work

How much time ? … for: Study Sleep Socialising Work (paid) Eating Travel Relaxing

Use of Students’ Time (Payne & Whittaker 2000)

You are not a time lord ! There are 168 hours in any week. So how many hours should be spent on study and course work ? 27% = 45 hours – according to Payne and Whittaker’s (2000) study.

How Much Time Is Enough for Independent Learning ? One survey suggested that 2 extra hours for every hour spent in scheduled lectures per week was necessary to achieve the best results (University of York 2002).

So, how much time should you be spending with your studies? Each single module = 100 hours worth of work (lectures, assessment, tutorials, reading, group working, etc.) Semester = 6 modules = 600 hours Semester = 12 weeks = 50 hours a week This is about 30% of your time

How Much Time Is Enough for Independent Learning ? Weekly study time on six modules = 50 hours Less class time = 15 hours Independent learning = 35 hours This roughly corresponds to the 2:1 ration suggested by (Univ. of York 2002).

Task MondayTuesdayWednesdayThursdayFridaySaturdaySunday 3. Weekly Task Scheduler (downloaded from Microsoft Office OnLine)

1. Prioritisation Worksheet PRIORITY Important Pending

aims

2. Task Timelines (fee software can be downloaded from the internet)

Weekly & Daily Schedule Importance of allocating available time to priority & important tasks … … need for a weekly schedule or overview of study tasks Importance of having clear and realistic study targets for each day

Looks straightforward … … so what’s the problem ?

Time Management Issues for Students Three Big Time Management Issues for Students PERFECTIONISM Trying to get things perfect: causes tasks to stack up PROCRASTINATION Putting off starting until the last minute POOR PLANNING: Problems with planning ahead & balancing tasks

80% of the outputs come from 20% of the inputs Pareto’s Law – 80/20 Rule

Procrastination A study by O’Brien (2002) suggested that over a third of students feel that procrastination is a problem for them. Burka and Yuen (1983), suggested that procrastination often emerges as a means of distancing oneself from stressful activities, and that the most difficult tasks are often put to one side mentally until the last possible minute.

Steele (2007) Procrastination – the thief of time

Procrastination – ‘the thief of time’ Procrastination factors related to academic study:  Aversion to the task In proportion to the importance of the task to overall success and failure on a course. Where this is not vital, incentives and rewards are weak.

Procrastination – so what can you do about it ?  Aversion to the task -Develop motivation Find a personal engagement with subject … … how can I use this idea ? … what’s significant in this for me ? Why have I found this difficult in the past ? … … how is this different now ? If I had to explain this to others simply, how would I best summarise it for them ?

Procrastination – ‘the thief of time’  Depression or mood-related “Just not in the mood now, but will be later …” -O-OK, even healthy, in moderation, providing it’s not a regular response, concealing other negative life factors … -…-… recurrent difficulties require significant self- awareness and resourcefulness, or external support.

Procrastination – ‘the thief of time’  Time planning issues -Difficult to gauge time needed for academic tasks -Can underestimate and defer tasks -Second language issues can compound this

Procrastination – so what can you do about it ?  Time management issues: -Allow more time for assignments … -… draft, leave, edit, redraft -Simple, realistic, daily goal-setting -Link short-term priorities to long-term goals -Lower your expectations ?

Procrastination – ‘the thief of time’  Impulsiveness and distractions -Occupied with desires of the moment -Immediate gratification -Stronger the attraction, greater the distraction Blatt and Quinn (1967)

Procrastination – so what can you do about it ?  Impulsiveness / distractions -Long term vision -‘Unpleasant’ tasks first -Short tasks / short term rewards -Involve others in pay-offs -Mix active / passive work e.g. reading -Study groups sharing research teaching learning

Reasons for distraction Other students around you are doing or saying things that appear to be more interesting You are struggling to make sense of a subject you find either difficult or irrelevant You feel the subject is presented (in text books or lectures) in an uninteresting way You are not sure what is expected of you You do not like to be still or seated for too long You are not making notes as you read

Just say No!

Tips for avoiding distraction Start with the unpleasant tasks first. Set yourself a time limit for reading. Use active reading techniques. Relate the subject to your real world. Dismiss most texts that you find hard to follow.. Find somewhere quiet to study – free of distractions, unless actively seeking group-work. Keep your working area clear of clutter.

Procrastination references Much of this material has been adapted from Effective Learning Service Booklets – Bradford University School of Management

… plus some other references Burka, J. B. and L.M. Yuen (1983). Procrastination: Why You Do It and What to Do About It. Reading (USA), Massachussetts: Addison- Wesley. Lindley, D. (2006) Managing Household Paper Flow. From Online Organising.Com. Available at go&article=489 [Accessed 12 Oct. 2006]. Mahalaski, P.A. (1992). Essay writing: do study manuals give relevant relevant advice? Higher Education, 24: Norton, L.S. (1990). Essay writing: what really counts? Higher Education, 20: O'Brien, W.K. (2002). Applying the transtheoretical model to academic procrastination. Dissertation Abstracts International. Section B: The Sciences and Engineering. 62(11-B): Payne, E. and L. Whittaker (2000). Developing Essential Study Skills. Harlow: Prentice Hall. University of York (Counselling Service) (2002). Time Management. York: as author.