This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.

1. Presentation
on
Outside class learning:
an exploration
Md. Arman
&
Md. Jahirul Islam

2. Learning outside the class in group

3. Introduction
• Objectives: This research will find
out…
1. The nature of OCL among
university students
2. The effectiveness of OCL
3. The challenges of OCL

4. Research Questions
1. What are the challenges students
face in OCL?
2. What is the impact of OCL in
students’ academic study?

5. What is outside class learning?
• Learning outside class can be defined
as taking place within an institutional
context, relating to students’
academic endeavors, and
contributing to students’ learning
outcome.

6. • OCL includes intangible
elements such as the culture of a
campus or faculty and the
hidden curriculum evident in
the values of an institution.
Kerri-Lee Krause: 2007

7. • At the same time, learners also
have fun and get some mental
refreshment in the fresh air
Manifesto for Education:
Outside the Classroom.
MEOC: 2006

8. Why outside class learning?
• Help learners to make subjects
–More vivid
–Interesting
–Enhance their understanding

9. It contributes
personal
Social
Emotional Development
(MEOC:2006)

10. • Outside class learning, in some
cases, refers to learner
autonomy.

11. • Learner autonomy is the
ability to take charge of one’s
learning
(Benson & Voller: 1997).

12. • Autonomy is a capacity for
detachment, critical reflection,
decision making and
independent action.

13. • It presupposes that the learners
will develop a particular kind of
psychological relation to the
process and content of their
learning.
Little: 1991

14. • Autonomy is primarily concerned
with learning rather than teaching,
as its development is viewed to be a
cooperative learning process that
can be guided by teacher.

15. Research Methodology
Sample:
• 20 students of MA (Applied Linguistics
and ELT) from the Department of
English, University of Dhaka (DU)
• Both male & female students were
selected for the purpose

16. Data collection
Questionnaire includes…
1. Four open ended questions to find out
qualitative data
2. Four close ended questions to find out
quantities data

17. Some strategies were taken for collecting the
questionnaire…
• There were a set of pre-prepared guiding
questions.
• The researchers were totally neutral during
the participants’ answering questions.
• The participants were given total freedom.

18. Data analysis
Data was analyzed statistically and
descriptively
The responses of the participants were
calculated into percentage manually

19. It is more comfortable to study outside class
Strongly agree
20%
Agree
45%
More or less
agree
30%
Disagree
5%

20. Do you think learning outside class is helpful?
Agree
80%
Confused
20%

21. How many hours do you study outside class?
70%
15%
5%
10%
1 to 3 3 to 5 5 to 8 8+

22. Do you study in a group or with a partner?
Often
30%
Sometimes
45%
Seldom
20%
Never
5%

23. From open ended questions the
researchers got the opinion of
participants why it is helpful

24. • Learners can learn in their own way
• Learners feel more relaxed
• They can learn whenever they want
• There is no one to interrupt them

25. • Use whatever materials they want to
• Get help from friends and family
members or others
• Want to learn and take care of their
family at the same time
• No psychological pressure

26. Nature of outside class learning
• Group learning
• Library working
• Reading in computer/laptop with internet
access

27. • Discussing with friends
• Reading notes
• Studying lonely in a calm atmosphere

28. Why outside class learning
• For their examination and tutorial
• Because they like it
• A better option to learn more
• Some people do not even know why
they learn outside the class

29. Challenges
1. No structural way of learning
2. Informal learning
environment

30. • Lack of motivation because
–Lack of guidance
–More interruption
–Ambiguous objective

31. A participant said,
“Since it is self motivated learning
process, sometimes I cannot
continue learning because there
are many other things to divert my
concentration’’.

32. So participants emphasized on…
• Concentration
• Individuality
• Calm & cool atmosphere

33. Conclusion
Education is not something to keep in
a box, even when the box is of
Classroom shaped. The Education
and Skills Select Committee in 2005
found that ‘outside class learning can
benefit learners of all ages and can be
successful in a variety of settings.

34. It allows learners to…
1. become risk aware but not risk averse of
learning
2. undertake meaningful exercise as a means of
staying healthy and learning more about the
topics
3. have fun and enjoyment and achieve
negotiated goals

35. 4. have opportunity to work with others and
share their knowledge and contribute as
active learners in a vast array of activities
5. develop skills and self-confidence that
can be applied later in their formal
learning

36. Reference
1. Kerri-Lee Krause (2007), Beyond
Classroom Wall: Students Outside Class
Peer Experience and Implications for
Teaching and Learning.
2. Benson, P.(1997), The philosophy and
politics of learner autonomy.
3. Benson & Voller (1997), autonomy and
independence in language learning.

37. 4. Council of Europe, 2001,p.106.
5. Manifesto for Education: Outside the
Classroom, USA (2006).
6. Terenzini, P. & Reason, R(2005), Parsing
The First Year of College: A conceptual
framework of rethinking college Impacts,
Philadelphia, PA.