Independent student learning is known to lead to an increased motivation to learn, greater retention of knowledge and a deeper understanding of the subject (Brandes and Ginnis, 1986; Anon, 1992; Petty, 1998). The benefits of such an approach to student learning are clear. There are, however, a number of barriers to the implementation of this type of learning that may come from both the students (e.g. independent learning is hard work; preference for "spoon feeding") and the academics (e.g. the perception that the correct syllabus will not be covered; easier to stick with traditional methods; fear of losing control of the class; lack of space/facilities/resources). The relative importance of each of these barriers is unclear, even though identifying these is a first step towards addressing the problem(s).

This project has investigated the extent to which independent student learning is embraced by the Schools of Biosciences, Biomedical Sciences, Life and Environmental Sciences and Community Health Sciences within the University of Nottingham. By identifying the real barriers faced by academics in the implementation of independent learning methods and by raising awareness of these in a report which we aim to generate for the PVC, Teaching and Learning Coordinators and other academics, we aim to facilitate improvements within this field at the University of Nottingham.

Our specific aims when undertaking this programme of work were to:

1. Investigate academics awareness of independent learning
2. Investigate how much independent learning is taking place
3. Identify the barriers that prevent academic staff from implementing independent learning approaches
4. Investigate the tools/training/resources that could facilitate more independent learning
5. Write and disseminate a report of our findings including recommendations for the University

We will present an analysis of aims 1) to 4) above and we are currently formulating a report to address aim 5).

Anon (1992) Case studies in student-centred learning. Council for National Academic Awards (CNAA) project report 36. London.
Brandes, D and Ginnis, P (1986) A guide to student-centred learning. Basil Blackwell, Oxford.
Petty, G (1998) Teaching today. 2nd ed., Nelson Thornes, Cheltenham.