The current debates within Higher Education concerning the increase in student numbers and the resulting pressures exacted upon institutions, stimulated the debates within our learning set. From the existing literature, the following key factors which make independent learning essential were identified: first, employers’ expectations that graduates should be “self-starters;” second, growing student numbers within the university combined with improvements in resources which can be accessed independently; third, given the growing financial pressures, students are increasingly required to combine their degree with part-time work. Therefore, a particular concern is how to develop strategies to secure independent learning among students.

The aim of this project was to identify the potential benefits for the student in cultivating independent learning. These might include improving student confidence vis-à-vis teamwork and participation in group projects which may also enhance student desirability for employers, while contributing to their career development.

One debate raised includes the students’ perspective on questions such as: which teaching materials and methods were of the greatest use in their intellectual development; under which circumstances they learn most effectively; if they encounter a problem, what line of action they normally take. We distributed a questionnaire among students at the University of Nottingham in which they were first asked to rank different options and then to answer open-ended questions, the aim of which was to explore the role of the lecturer in teaching, and to allow students to identify what the greatest obstacles were in their learning. Questionnaires were distributed across five departments in the Faculties of Arts, Science and Engineering, covering all undergraduate years (220 responses were collected).

The following examples provide a sample of our main findings. The majority of students chose to consult with their peers when confronted with potential difficulties. In the Arts, students preferred to discuss their problems with the lecturer instead of talking to other students or visiting the library. In Science and Engineering the reverse was the case: students preferred to seek advice from their peers rather than consulting the lecturer, with the web as a popular other resource. The majority of respondents in the Arts highlighted the transmission of knowledge and stimulation of further study as the main objective of their modules. In Science and Engineering, however, aptitude in problem solving was seen to be more important with the addition, for Science students, of the transmission of knowledge.

Most respondents emphasised the need for an exchange of ideas in university teaching practice rather than a one-way process. However, respondents in Engineering saw large class sizes as a major obstacle. Virtually all respondents supported the university’s commitment to independent learning but many still preferred guidance from the lecturer.

One limitation of our investigation concerns students’ competing notions of what constitutes “independent learning.” Among our recommendations is how far student attitudes towards independent learning develop over the course of the degree. Related to this is the need to encourage diversity in resources for student learning as there was little consistency either within specific modules or across Faculties.