Individual Reflection Report

Learning & Academic Skills by Lect. Tshoganetso Ketlhokile

Thobo Lone Sethibe

IFB22-056
Contents
Introduction ............................................................................................................................................... 2

Description................................................................................................................................................. 3

Feelings ...................................................................................................................................................... 3

Evaluation .................................................................................................................................................. 3

Analysis ...................................................................................................................................................... 4

Skills Development .................................................................................................................................. 4

Conclusion ................................................................................................................................................. 4

Action Plan................................................................................................................................................. 5

References .................................................................................................................................................. 6

1
Introduction
This reflection captures my journey throughout the semester, highlighting the challenges
I faced, the skills I developed, and the areas where I need improvement. Using Gibbs'
Reflective Model, I have critically evaluated my academic experiences to understand my
growth and create actionable plans for future progress (Adeani, Febriani, & Syafryadin,
2020). The semester's experiences have been marked by managing multiple modules,
overcoming setbacks, and striving for both academic and personal improvement.

2
Description
This semester involved balancing multiple modules and retaking Learning and
Academic Skills (LAS). I initially failed LAS in 2022 due to a lack of commitment.
Soltani, Lai, and Gharneh (2005) highlight that lack of commitment leads to poor
performance. Retaking the module was financially challenging, and being in a class with
younger students felt uncomfortable. I faced delays in enrollment due to administrative
challenges and timetable clashes, resulting in missed lessons. The module leader was
unable to consult on my coursework as the time she had set for consultation had
elapsed, leaving me with unreviewed work and decreased confidence.

Feelings
When my request for consultation was declined, I felt unserious and regretful. I thought
to myself that, maybe attending classes while awaiting a class group allocation might
have made a difference. Moreover, the age difference with classmates made me feel
out of place, and catching up on missed content was overwhelming. These emotions
caused doubt and demotivation, but eventually, I gathered my strength to push forward.
Submitting my first assessment on time provided a much-needed confidence boost,
making me feel that I could overcome this challenge.

Evaluation
Despite the difficulties, there were positive outcomes. Managing four modules instead of
three was challenging, yet I submitted and passed all assessments. Although I could not
consult the module leader, she provided the submission code for my work, which was
encouraging. However, I recognize my efforts in LAS were insufficient. My academic
writing skills still need improvement, as I struggle to achieve higher distinction marks.
The lack of persistence and urgency in seeking class group allocation negatively
impacted my progress, highlighting the importance of proactive communication with my
module leader, a skill that will be much necessary in the work environment (Chan,
2021).

3
Analysis
Through research, Huang et al. (2021) concludes that support from family and friends is
instrumental in overcoming any hurdle, be it financial and emotional, and I believe that
taking action encouraged my module leader to let me submit my work, reflecting her
desire for all her students to succeed. However, I underestimated the complexity of my
third-year schedule and the need for proactive involvement. More consistent attendance
and dedication could have enhanced my performance, as consistency is key to success
(Bhalla, Kaur, & Zafar, 2024).

Skills Development
Time management was crucial, given the demands of handling multiple modules, and I
made progress in planning and prioritization. Resilience was another key skill, cultivated
by retaking LAS and learning to persevere. Communication skills also improved, as I
learned to engage proactively with lecturers and peers. Academic writing remains a
focus for improvement, and my efforts to enhance these skills have laid a foundation for
future success.

Conclusion
The key lessons I have learned include the importance of urgency, persistence, and
understanding that success requires effort (Bhalla, Kaur, & Zafar, 2024). Lecturers
value attendance and punctuality, so I must be mindful of their time. Consistency and
proactive involvement are crucial in my academic journey. Gibbs' Reflective Cycle has
helped me identify my strengths and weaknesses and will remain a useful tool for future
reflection and growth.

4
Action Plan
To improve, I plan to use task management tools to allocate my time efficiently and
create a weekly schedule that outlines study times, deadlines, and personal
commitments. I will also commit to attending all classes and seeking clarifications when
needed, while proactively communicating with lecturers. To further develop my
communication skills, I will enroll in online courses and workshops that focus on group
dynamics and conflict resolution. Improving academic writing is another priority, and I
will attend workshops, consult lecturers, and read more academic journals. Finally, I will
continue using Gibbs' Reflective Cycle for self-evaluation, reflecting on my journey at
the end of each term to monitor growth.

5
References
Adeani, I. S., Febriani, R. B., & Syafryadin, S. (2020). Using GIBBS’reflective cycle in
making reflections of literary analysis. Indonesian EFL Journal, 6(2), 139-148’

Soltani, E., Lai, P. C., & Gharneh, N. S. (2005). Breaking through barriers to TQM
effectiveness: Lack of commitment of upper-level management. Total Quality
Management and Business Excellence, 16(8-9), 1009-1021.

Chan, C. S. (2021). Helping university students discover their workplace communication

needs: An eclectic and interdisciplinary approach to facilitating on-the-job learning of
workplace communication. English for Specific Purposes, 64, 55-71.

Huang, Y., Su, X., Si, M., Xiao, W., Wang, H., Wang, W., ... & Qiao, Y. (2021). The
impacts of coping style and perceived social support on the mental health of
undergraduate students during the early phases of the COVID-19 pandemic in China: a
multicenter survey. BMC psychiatry, 21, 1-12.

Bhalla, P., Kaur, J., & Zafar, S. (2024). The Power of Consistency: Building Long-term
Success with Content Marketing. In Revolutionizing the AI-Digital Landscape (pp. 101-
115). Productivity Press.