SLS 1000 Student Learning Success Reflection Paper Instructi

Sls 1000 Student Learning Success 1reflection Paper Instructions

Every student studies, learns and recalls information differently. Every student will have a unique experience as they progress through their course of study. As a result, your last assignment in SLS will be a Reflection paper in which you take time to reflect upon your learning experiences over the past 8 units of material and connect them to your future progress at Columbia Southern University. Reflection involves critical thinking to examine the significance of your learning experience through insightful analysis. This assignment requires you to add an outside source of information relevant to your topic of choice and your personal reflection.

In order to support your personal opinion, select content from professional, published works or you may use a quotation from a famous orator or writer. Any content or quotes require appropriate APA citation. Once you have completed your Reflection Paper, submit by uploading it through the “View/Complete” link located in Unit VIII. Do not e-mail your paper directly to your professor. By using the link, your university record will automatically be updated to indicate you have submitted your paper and the paper will be provided to your professor for grading.

Below are four questions. Select one and provide your response in a minimum of 500 words. Remember to include one reference source with proper APA in-text and reference citation. A grading rubric has been placed on the last page as a guide for you when developing your paper. Questions

Select ONE of the following questions:

• What are you most interested in and passionate about? How does that fit with what you are pursuing here at Columbia Southern University?
• The struggles of life and college require planning, effort and execution. What did you do to accomplish your goals throughout this course? Discuss two of the most valuable tools that you will use as you continue your academic career at CSU: goal and priority management; time management, test taking management, or study strategies.
• Review the On the Road to Graduation: Characteristics of Success Online Students. What two items have you solidified in your academic life and what two items have you yet to accomplish in your academic career? What steps will you take to ensure that you accomplish these two ‘missing’ items?

Paper For Above instruction

Student Learning Success is an integral part of academic achievement, especially in online learning environments where self-discipline, motivation, and strategic planning are crucial. Over the semester, I have come to understand the importance of developing specific skills and attitudes that promote success in higher education. The reflection on my experiences reveals areas of strength as well as opportunities for further growth, which I am committed to addressing in my ongoing academic journey at Columbia Southern University (CSU).

One of the most significant insights I gained pertains to the value of goal and priority management. Early in the course, I recognized that setting clear, measurable goals enables me to stay focused and motivated. For instance, I established weekly objectives for completing assignments and preparing for exams, which I monitored through a planner. This approach helped me allocate my time effectively, ensuring that each task received adequate attention without last-minute stress. According to Locke and Latham (2002), setting specific and challenging goals enhances performance by increasing motivation and persistence. Applying this principle consistently has led to better academic results and a more organized study routine.

In addition to goal setting, I also learned the significance of time management strategies. Balancing coursework with work and personal responsibilities requires deliberate planning. I adopted techniques such as creating daily schedules, prioritizing urgent tasks, and minimizing distractions during study periods. These practices contributed significantly to my ability to meet deadlines and retain information more effectively. Research by Macan (1994) underscores that time management not only improves productivity but also reduces stress and enhances overall well-being. By integrating these strategies into my routine, I have developed a more disciplined approach to my education, which I intend to carry forward at CSU.

Reflecting on the characteristics of successful online students from "On the Road to Graduation," I have solidified my proficiency in maintaining self-motivation and utilizing available resources. I have become more proactive in seeking help from instructors and peers when necessary, which has enriched my learning experience. However, I acknowledge that I need to improve my test-taking strategies and deepen my understanding of subject matter through additional review sessions. To address these gaps, I plan to incorporate regular practice exams and participate in study groups, fostering a collaborative learning environment that enhances comprehension and retention.

Looking ahead, I aim to achieve two key items in my academic career. Firstly, I aspire to maintain a consistent GPA that reflects my efforts and dedication. To accomplish this, I will continue to refine my time management skills and seek feedback from instructors to improve my coursework quality. Secondly, I intend to develop stronger research and writing skills, which are vital for my future career. I will do this by engaging in extracurricular academic activities, such as writing workshops and research projects, that challenge me to apply my learning in practical contexts.

Conversely, two items I have yet to accomplish are earning a specialization that aligns with my career goals and gaining practical experience through internships or volunteering. To ensure these objectives are met, I plan to explore relevant programs and opportunities early in my studies and connect with professionals in my field of interest. Networking and continuous learning will be pivotal in bridging the gap between academic knowledge and real-world application, ultimately preparing me for a successful career post-graduation.

In conclusion, my journey through this course has solidified core habits like goal setting and effective time management while highlighting areas for continuous improvement. By actively addressing my gaps and leveraging my strengths, I am confident I will succeed in achieving my academic and professional aspirations at CSU. Reflection and strategic planning serve as vital tools in navigating the challenges of online education and beyond, ensuring sustained progress and fulfillment of my educational goals.

References

• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717.
• Macan, T. H. (1994). Time management: Test of a process model. Journal of Applied Psychology, 79(3), 273–283.
• Schunk, D. H. (2012). Motivation and learning strategies. In K. A. Renninger, S. E. Hidi, & A. Krapp (Eds.), The Cambridge Handbook of Motivation and Learning (pp. 35–58). Cambridge University Press.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
• Pajares, F., & Schunk, D. H. (2002). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 105–121). Cambridge University Press.
• Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Educational Psychologist, 35(2), 93–104.
• Kitsantas, A., & Dabbagh, N. (2010). The role of self-regulated learning in developing college students’ self-efficacy, self-control, and motivation. Educational Technology & Society, 13(4), 3–16.
• Cazan, A. M., & Schmitz, B. (2014). Self-efficacy, personal meaning and academic motivation as predictors of student engagement. Procedia - Social and Behavioral Sciences, 127, 13-17.
• Tuckman, B. W., & Monetti, D. M. (2011). Promoting Student Success: Strategies for Teaching. Wiley.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.