2024 awardees

janani.h@iit.ac.lk

This paper examines a self-learning activity implemented during my Web Technology class. Over the semester, I observed that many students were reluctant to engage with the assigned reading materials or supplementary study resources. They go by the traditional way of taking notes home. This behavior is indicative of passive learning tendencies. Given the critical role of reading in fostering self-directed learning, this research explores strategies to transform students into active self-learners by introducing a structured reading procedure integrated with collaborative group work. The SQ4R (Survey, Question, Read, Recite, Review, Reflect) reading method was employed, with students organized into small groups of eight. During lecture sessions, each group was assigned a concept to study using this procedure. Following 15-minute group discussions, students presented their findings to the class. To provide deliberate practice, this activity was repeated four times, drawing from readings in the recommended textbooks. The results were encouraging, as students reported enjoying the activity and noted that it facilitated their understanding of the subject matter through reading. Additionally, the Think-Pair-Share sessions were particularly beneficial, enabling students to articulate their thoughts, engage in peer discussions, and interact more effectively with both classmates and lecturers to clarify challenging topics. These findings suggest that integrating structured reading strategies with collaborative learning can significantly enhance student engagement and promote self-directed learning. I am confident that this research will contribute to ongoing efforts to enhance teaching practices in higher education, while also supporting educators in transforming passive learners into active readers and self-directed learners.