1.

Taking ownership of own learning

Taking ownership of learning is an independent way of learning in which a learner is intrinsically

motivated, engaged, and self –directed in activities in order to experience learning by his/her on
based on his/her own interest. This can make the learning process faster and more efficient
especially when the desire to learn his from one’s own, but can also be scary, as the individual
takes sole responsibility for his/her own success and failure.

Difference between active and passive learning

Active learning is a style of leaning in which a student is involved in instructional process that
stimulates their conceptual understanding of a course material. In this case, a teacher is not
assumed be a master of the subject, but takes a role of a co-learner. It may include various
activities such as discussions, games and challenges, peer instructions, and group problems. It
enables learners to see the “big picture” instead of developing individual concepts and helps
improve skills of analysis, evaluation, collaboration among students and teachers, and so on,
while also allowing teachers with an ongoing analysis about the students grasp of the subject
matter through questioning, and making own judgement.

Passive learning

Passive learning, in contrast, is a traditional method of learning in which a students are not fully
involved in the learning process but are held responsible of absorbing and internalizing the
information that is provided to them such as; terms of notes and lectures, making the process
teacher-focused. It assumes that the teacher is a subject master and students are accountable to
pay attention, ask questions, and excel in tests such as assessments and quizzes. It improves
writing and listening skills but may appear boring.

2. Role of the course instructor in the learning process

Instructors establish and maintain a productive and stimulating learning environment by serving
the following roles among others:
 i. Providing course information-, they communicate course objectives at the beginning of
the course and provide accurate and timely course information such as reading materials,
deadlines for tests and assignments. Learning activities should be directed towards
fulfillment of these objectives and the evaluation should be related to the information
provided by the instructor.
ii. Providing feedback- Instructors should timely evaluate the students work and provide
prompt feedback or oversee peer assessment, while modifying grades where necessary to
reflect the marks deserved.
iii. Reporting scholastic dishonesty-, they should report any suspected academic dishonesty
such as cheating and plagiarism to the relevant department so that the issue is reviewed
and appropriate action taken.
iv. Maintaining appropriate classroom learning environment- They do this promoting
learning such as by posting a discussion topic, ensuring that there are contributions by all
students, and taking appropriate step to ensure learning is orderly by disciplining or
warning students who are harassing or showing aggressive behavior towards others.

3. Role of peer assessment in the learning process

Peer assessment refers to the process whereby students takes the responsibility of assessing or
grading the work of their peers based on the criteria set by their lecturer. It is a critical
component of the modern teaching and learning strategy.
i. Peer assessment helps improve students’ logical reasoning skills, which is a key
component of critical thinking (Kuhn, 1991), thereby helping inculcate critical thinking
skills as they read, assess, compare, contrast and contextualize their peers’ work with the
arguments they had before.
ii. Assessing other students work also gives students a chance to build skills related to
diagnosis, evaluation, synthesis and reasoning from the context of another student,
thereby improving their critical thinking skills.
iii. Last, when we evaluate the other peers’ work, we apply critical thinking to relate what
their answers are in relation to the questions, therefore allowing us to give better and
effective feedback that can allow them to improve on their work.

Reference

Kuhn, D. (1991). The skills of argument. Cambridge: Cambridge University Press.

Niall Twomey Rafael Poyiadzi, Raul Santos-Rodriguez,
“Label propagation for learning with label proportions,”
in IEEE MLSP, 2018
Niall Twomey Rafael Poyiadzi, Raul Santos-Rodriguez,
“Label propagation for learning with label proportions,”
in IEEE MLSP, 2iall Twomey Rafael Poyiadzi, Raul Santos-Rodriguez,
“Label propagation for learning with label proportions,”
in IEEE MLSP, 2018