Inclusion or Isolation? Differential Student Experiences of Independent Learning and Wellbeing in Higher Education
Bibliographic Data
| ID | 22048084 |
|---|---|
| Authors | Sue Wilbraham (0000-0001-8512-0041, University of Cumbria), Emma Jones (0000-0001-5122-6753, University of Sheffield), Liz Brewster (0000-0003-3604-2897, Lancaster University, corresponding author), Michael Priestley (0000-0002-7071-7336, King's College London), Emma Broglia (0000-0003-2137-8187, University of Sheffield), Gareth Hughes (0000-0001-8190-0809, University of Derby), Leigh Spanner (0000-0002-2650-1300, Student Minds, London OX1 3DH, UK) |
| Year | 2024 |
| Volume | 14 |
| Issue | 3 |
| Pages | 285 |
| Publication date | 2024-03-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14030285 |
| OpenAlex | W4392563320 |
| Language | EN |
| Citations received | 4 |
| References cited | 36 |
Independent learning is frequently identified as instrumental to student success within higher education. Although there is a significant body of literature demonstrating the importance of independent learning for retention and progression, to date, the relationship between independent learning and student wellbeing within higher education has been under-explored. This article addresses the gap in the literature by interrogating this relationship, with a particular emphasis on the barriers and enablers to independent learning and the implications for the wellbeing of university students as part of a whole university approach. Drawing on data from a large national student survey and nine focus groups with university staff conducted during the formulation of the University Mental Health Charter, the findings demonstrate important intersectionalities between independent learning and student wellbeing. In particular, they highlight that facilitating independent learning has the potential to allow students to flourish in higher education but only when factors relating to accessibility, inclusivity, expectations, and goals are explicitly addressed. Going forward, it is imperative that these links are more widely acknowledged and addressed within higher education research, policy, and practice to ensure that students are supported to develop as learners during both their transition into university and their journey through and beyond their studies
Biology · Higher education · Mathematics education · Medical education · Pedagogy · Political science · Higher Education Practises and Engagement · Medicine · Psychology · Social Psychology
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| Citations per year | 4 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |