PERSONALISED LEARNING

1
Table of Contents
INTRODUCTION..........................................................................................................3

STRENGTH AND WEAKNESS OF FOUNDATION LEVEL LEARNER AND THEIR

NEEDS..........................................................................................................................4

SUGGESTIONS FOR SELF-IMPROVEMENT............................................................6

CONCLUSION..............................................................................................................7

REFERENCES.............................................................................................................8

2
INTRODUCTION
The reflective journal represents the foundation level learners needs in the study.
The experiences accounted in this with the enrolment in the foundation year course
is to be accompanied. I will report on the thoughts and feelings for self-improvement.
Other than this, I have focused on the strength and weakness of learner who is
focusing on understanding the importance of reflective writing discussion.

3
STRENGTH AND WEAKNESS OF FOUNDATION LEVEL
LEARNER AND THEIR NEEDS
To survive in the foundation year, I need to have certain strength and weakness to
understand the subjects. On account of the learning experience, I have embarked
upon, the usefulness of the assessment feedback and facilitating growth has added
the development of the transferable skills (Bolton, 2010). I have spent a lot of time in
understanding the congruent actions toward development of effectiveness within the
context of the desirable learning practices.

As a foundation level learner, I have experience that I need to focus with the growth
and development practices (Manning et al., 2010). Throughout the course, I need to
boost up my confidence by scale on the communication skills to be more effective in
learning practices (Suwannatthachote, 2008).

I have although understood that my readiness has supported me to invest in the

blended learning projects at the university. This can instantly help me to gain results
along with the feedback from the professor. I might help my colleagues with
meaningful use of the study material however I prefer to learn independently
(Suwannatthachote, 2008). It has added a basic IT skill with the better
connectedness and serving in the learning practices.

I have lack of awareness of the projects which would help me to update my learning
platform. I have limited competency of the colleagues who utilizes the similar pattern
of learning. Furthermore, the insufficient knowledge on the relevant topics requires
more attention which I am unable to focus (Brennan, 2018). It has affected my time
management practices and flexibility to access the course material. I have raised the
demand for enhancing the technological capabilities to which widening the
participation and adding better quality provisions from other providers have
increased expectations (Toledo and Dubas, 2017).

I am very punctual and conscientious towards the company. I feel motivated towards
my new course and learning. I am able to achieve collaborative learning as it has
been managed by using the platforms and networks where the study materials are
shared by the professors (Yoon, 2017). It has provided me a specific intuitive
character which has effectively contributed in presenting the content for adding the

4
video components and graphics in the effective way. I have closely adapted the
learning process which would enable me to have a close yet continuous
development in my skills (Suwannatthachote, 2008).

But there are some insufficient skills which has been designed for the service and
psychological component for the learning process. I have been certain with the kind
of rupture with sometime where the two aspects not all learner’s activities are
influenced (Manning et al., 2010). It has automatically added on the useful effects as
well as addressing on the flexibility and autonomy in learning. This has also actively
engaged in the specific groups of services in certain context. I have to make certain
changes in my routine for effective learning the course materials. This has helped
me achieving a lot in academics for foundation years (Yoon, 2017).

From the considerations, I have recognised that some of my strengths were ability to
work under strict deadlines and carry out the extensive research. Furthermore, I like
to do my personal studies and attend classes as well as submit my work on right
time (Toledo and Dubas, 2017). However, I have recognised that due to uncertain
reasons my performance dwindles in certain areas. Therefore, I have recognised on
the problems which are related to the students, tutors and friends are regarding the
discussion and group work. Sometimes I have not attended the group work activities
which has ignore my strength of teamwork (Bolton, 2010). This has also made me
realize that my foundation years would not only give me exposure but to grow myself
as person. Therefore, I should participate in co-curricular activities which can help
me to attend the activities which are made for the personal and professional growth
for me. I found that I spent much time in playing on computers rather being involved
in the team activities (Manning et al., 2010).

5
SUGGESTIONS FOR SELF-IMPROVEMENT
Based on the strength and weakness for myself, I have to plan my education and
social life in effective way. In addition, I should set strict deadlines for my work and
other activities. This would club with the academics and other social activities. There
are certain opportunities which I ought to have utilized before entering to foundation
year courses (Brennan, 2018). This opportunity would have added more strength to
my self-development. This has furthermore would add more challenges in my
performance. This way I was running a risk of being lonely and due to my weak
approach to team it has added me to have a possible yet academic measures for
future. I have become more significant towards online computer-based activities
rather being involved in the physical activities (Toledo and Dubas, 2017).

I need to make significant changes which would result me from previous personal
reflection. For example, increase in the academic grades, I have developed a good
habit of relating with others in the university especially in my department (Yoon,
2017). In addition, I can involve more in the discussion groups and contribute in the
development of the general classroom activities. This would raise my confidence as
well as grades in the academics. This made me more challenging when embark on
the self-reflection plans where the activities and fact of the teams and universities
have been both developed (Bolton, 2010). This has also represented that I need to
take part in the workshops, seminars and other important subject’s topics that are
being taught in the foundation year. This can somehow add an elementary
knowledge to the students about the benefit of a good environment. This can scale
on the perfected teaching, social and organisational management skills (Manning et
al., 2010).

I hope that I can come up with self-improvement ideas which will ensure the success
in the learning academics at foundation year. I want to approach my tutors for help
me in difficult situations and acquire better skills required for my future job (Brennan,
2018). I must embark on the increasing grades and desired outcomes for the
planned events and societies. This can also approach me to have the goals till the
end of the semester (Brennan, 2018).

6
CONCLUSION
In conclusion, I have critically analysed and reflected on my foundation year learning
needs. It has scale me for continuous development of the skills that enhances my
personal and professional life. As a student, I have been a good learner which can
relate to the concepts and orientations associated with the situation in the foundation
year course. This has certainly addressed on my needs which was acknowledged by
my tutor feedback and showcase on assertive skills in communication with
colleagues to interact with it. The self-improvement aspects have address on
engaging in the group activities and team discussion through activities such as
physical activities, task description and other beneficial practices. This has helped
me in moving forward and developing my learning proficiency as a learner.

7
REFERENCES
Bolton, G, 2010, “Reflective Practice: Writing and Professional Development”, SAGE
Publications Ltd, Hoboken, NY.

Brennan, W.K., 2018. Curricular needs of slow learners. Routledge.

Manning, S., Stanford, B.P. and Reeves, S., 2010. Valuing the advanced learner:
Differentiating up. The Clearing House, 83(4), pp.145-149.

Suwannatthachote, P., 2008, March. Addressing Strength and Weakness of Learner

Support in e-Learning: A case of cultural management program at Chulalongkorn
University. In Society for Information Technology & Teacher Education International
Conference (pp. 753-758). Association for the Advancement of Computing in
Education (AACE).

Toledo, S. and Dubas, J.M., 2017. A learner-centered grading method focused on

reaching proficiency with course learning outcomes. Journal of Chemical
Education, 94(8), pp.1043-1050.

Yoon, S.Y., 2017. Using learner response systems in EFL classrooms: Students’
perspectives and experience. Multimedia-Assisted Language Learning, 20(2), pp.36-
58.