Active or Passive Learning?

Take a moment to consider the key differences between passive and active learning. By examining the traits listed in the table and the accompanying illustration, you can start to understand why active learning strategies lead to greater success.

Active learners engage more deeply, think critically, and take ownership of their learning — all of which help build understanding, confidence, and long-term retention.

Passive Learning	Active Learning
1. You wait for others to tell you what to do. 📌 E.g., waiting for the teacher to explain every step.	You take initiative and get involved. 📌 E.g., researching the topic before class or watching a tutorial.
2. You follow instructions without asking questions. 📌 E.g., copying lecture slides word-for-word.	You understand the reason behind the content. 📌 E.g., asking why a formula works or what it’s used for.
3. You see information as separate facts. 📌 E.g., memorizing biology terms without seeing how they relate.	You look for patterns and connections. 📌 E.g., linking anatomy facts to how the body responds in emergencies.
4. You memorize but don’t understand. 📌 E.g., reciting a definition without being able to explain it.	You make sense of the material. 📌 E.g., creating a story or image to explain a process.
5. You don’t reflect on what you’ve learned. 📌 E.g., moving on after reading without checking your understanding.	You review and evaluate your learning. 📌 E.g., journaling what you understood and what needs more work.
6. You get bored or lose focus quickly. 📌 E.g., zoning out during lectures.	You stay mentally engaged. 📌 E.g., turning notes into diagrams or teaching the material to someone else.
7. You use surface-level learning. 📌 E.g., cramming facts the night before an exam.	You build on what you already know. 📌 E.g., relating a new theory to a past experience or familiar concept.
8. You struggle to apply learning in real life. 📌 E.g., forgetting how to use a skill after the test.	You apply knowledge in different contexts. 📌 E.g., using a first-aid principle during a real-life emergency.
9. Learning feels disconnected from your life. 📌 E.g., thinking, “I’ll never need this in real life.”	You make it personal and meaningful. 📌 E.g., connecting content to your goals, values, or interests.
10. You rely on reminders from others. 📌 E.g., waiting for a tutor to tell you what’s next.	You manage your own learning. 📌 E.g., setting deadlines, making a study plan, and tracking your progress.

Cottrell, Stella. The Study Skills Handbook, Bloomsbury Publishing Plc, 2019. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/open/detail.action?docID=6234945.

Your motivation plays a key role in how well you do. Even if you genuinely enjoy your subject or are aiming for a strong degree, there will likely be moments when your energy dips — when studying feels like a struggle or you question whether it’s worth continuing.

During these low points, staying motivated is what helps you push through. Motivation isn’t constant — it can rise and fall for many reasons, such as:

• Changing your mind about your course or future career
• Feeling discouraged by disappointing grades
• Being overwhelmed by the difficulty of the material
• Seeing friends drop out or move on

Almost every student experiences times when motivation is low. These moments are normal — and temporary. The important part is recognizing them and finding ways to work through them.

Use the prompts below to assess whether your goals are clear, helpful, and truly motivating. This reflection will help you ensure your goals are well-formed — realistic, meaningful, and aligned with your values.

Are Your Goals Well-Defined?

Ask yourself:

• Are your goals specific and clearly stated?
• Do they have any limiting beliefs or assumptions built into them?
• Are they beneficial to your personal or academic growth?
• Are they realistic and achievable within your current circumstances?
• Do they inspire and energize you?
• Are the outcomes worthwhile and personally desirable?
• How will you recognize when the goal has been achieved?
  What will look, feel, or be different in your life?

What Are the Implications of These Goals?

Consider:

• Will pursuing these goals require you to pause or give up other areas of life?
• Will you need to adjust your study choices or change direction?
• Who else could be impacted by your decisions — family, friends, colleagues?
• Are there any other consequences, positive or negative, that come to mind?

What Are the Potential Benefits?

Reflect on:

• Will achieving these goals help you feel more in control of your life?
• Will they help you gain self-respect or confidence?
• What other personal, academic, or emotional rewards might come from reaching your goals?

What Are the Potential Costs or Sacrifices?

Think about:

• Could this goal mean spending less time with friends or family?
• What other sacrifices (time, energy, finances, opportunities) are involved?
• Are there any other possible losses or downsides?

Imagine Success — Visualise the Future

Close your eyes and picture yourself having achieved the goal:

• Where are you in life now? What’s different?
• Are there any unexpected outcomes, good or bad?
• Have you changed?
• Are you truly happy and fulfilled, or does it feel different than expected?

Anticipate Setbacks

Think ahead about what could go wrong so you’re better prepared:

• Are you overwhelmed or overcommitted?
• Is there someone or something likely to distract you?
• Do you already have concerns or doubts?
• How can you tackle each obstacle before it arises?

Visualise yourself calmly handling each challenge. Create clear mental images of success in the face of setbacks.

Fine-Tune Your Goals

Keep refining your goals until they feel right. Make sure they’re:

• Clear
• Realistic
• Personally motivating

Use tools like goal charts or reflection prompts to clarify and sharpen your intentions.
Ask:

• Do I need to revise how I’ve worded this?
• Is this something I truly want and believe I can achieve?

Watch Out for Self-Sabotage

It’s not always easy to accept success — especially if past struggles created doubt. You might unconsciously avoid success by:

• Procrastinating or skipping classes
• Avoiding studying or missing deadlines
• Not showing up for assessments due to fear of failure
• Distracting yourself with social events or irrelevant tasks
• Ignoring long-term goals and future planning

Why does this happen?
Sometimes, we fear that success proves we could’ve done better all along — or that failure will confirm our worst fears.
Recognising these patterns is the first step to breaking them.

References:

Cottrell, Stella. The Study Skills Handbook, Bloomsbury Publishing Plc, 2019. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/open/detail.action?docID=6234945.