An integral part of the university is formed by the students: leaners who acquire science-based knowledge, value and develop creativity, are collaborative, responsible for themselves, actively participating, analysing and developing themselves. 

The good practice of learning is a vision document created and agreed by the students of Tallinn University, where the principles and aims that should be pursued by the learner, lecturer and university in cooperation have been formulated. The good practice offers understandable and agreed expectations concerning the role and responsibility of the learner, and the creation of a good learning environment. Building on the practice supports optimal learning and forms the basis for the learning process of the first and second level of all higher education.

The preparation of the good practice of learning was based on Tallinn University’s vision document “I change learning” (2015), Code of Conduct for Research Integrity (2017) and the principles of contemporary approach to learning, the authors were inspired by good practices of learning of other Estonian universities (University of Tartu, Tallinn University of Technology).

1. Learning is science-based

Good learning is based on knowledge and skills founded upon research and creative work. Students make sure that the knowledge being obtained is true and scientifically validated, they check the reliability of the source(s). Students consider ethical aspects in their work and apply the principles of research integrity. If a student is not convinced of the trueness of knowledge, correctness of a source or ethical aspects, he/she consults his/her supervisor or lecturer. 

2. Learning is learner-centred and collaborative

Students base their learning on their personal characteristics, current knowledge and experiences, with a view of supporting their own development. Students are assessed fairly and on an equal basis. In choosing the methodology, students’ differences are taken into account and their autonomy is supported. Students find the learning methods that suit them. Learner-centred learning enables to acquire knowledge as efficiently as possible and to develop as a learner.
 
Trust-based cooperation is very important in learning. In addition to the teacher-learner relationship, a lecturer and a student have a reliable partnership. Lecturers serve as pioneers and compasses for students. Collaborative partnership includes supporting each other: lecturers support students in their studies and students contribute to the development of lecturers by active feedback. To this end, students recognise good teaching and offer solutions for improving the teaching process and methods, and the role of the lecturer and relations in the classroom, where necessary. Similarly, students support their peers: initiate and trust cooperation, and are not afraid to recognise their fellow students.
 
Honouring one’s fellow students and lecturers forms an important part of collaborative learning. By dignified conduct and respect for others, students create an environment where one can learn and acquire knowledge efficiently. Students behave in a polite manner in lectures, seminars and other forms of studying, respect their fellow students’ wish to learn and do not disrupt learning and teaching with their actions. The attitude of respect must be maintained also outside the lecture halls: agreed dates and times, and the needs of fellow students and lecturers are respected. Students and lecturers communicate the changes in agreements that occur for a valid reason in good time so that the other party could plan their activities. If problems occur, the first step is well-intentioned asking and explaining one’s standpoint, not criticising others behind their back.

3. Learning requires both the responsibility of the learner and the teacher

Learner-centred, but collaborative learning requires the joint responsibility of learners and teachers. Students are responsible for their individual development and achievement of their goals, therefore they learn knowingly, following the principles of academic ethics. Students do not cheat and do not use other dishonest means for leaving a better impression of their skills and knowledge. Students are the authors of their works and refer to the used sources correctly in accordance with the requirements of their study programme. At the same time, students understand the impact of their role and learning on the future: they are the ones responsible for the consequences of their actions. Students assume responsibility for solving their problems, but are not afraid of asking for help, where necessary. Lecturers serve as role models for students in assuming the responsibility.
 
Students are responsible for obtaining the whole information on the basis of which study-related decisions are made. The university staff passes on the knowledge and guidelines which help students to develop themselves actively and get the best possible results. Lecturers support students by their activities in finding their paths, and help them to understand their strengths and weaknesses whereby they can direct their development.

4. Learning requires active participation

Active participation is necessary for better understanding and acquisition of the material being learnt, and for embedding the received knowledge. To this end, it is important that students are present in their studies both on the physical and mental level: they participate in lectures and seminars, and are willing to discuss actively, share their opinion and listen. By asking questions, students can specify the information being obtained and enhance their knowledge concerning issues that are important to them. In the course of educational activity, full attention is focused on learning and students do not engage in secondary activities. 
 
Students engage in studies actively also between contact learning sessions, embedding the acquired knowledge independently, preparing for lectures and seminars, doing the tasks given as independent work and searching for additional information on the topic, where necessary.

5. Learning includes self-analysis and the provision of feedback

For monitoring and directing their self-development, students reflect their learning process so far, including their strengths and weaknesses. Systemic analysis enables to notice their knowledge gaps on time, anticipate problems and correct, where necessary, thus supporting the achievement of the goals set by themselves and professional development.
 
A part of the objective evaluation of development is the acceptance of the feedback received from the lecturers and active correction of one’s activities on the basis of it. In a collaborative process, feedback provision is two-sided, which is why students also give feedback to lecturers. Substantive and development-friendly feedback is concrete and constructive.  The feedback provider refrains from insulting and indecent comments, and follows the agreed good practice of feedback in the university. Students provide feedback for a better organisation of studies in the university, where necessary, already during the course for the better organisation of studies that ensure the development of themselves and others.

6. Learning is open and exploratory, and supports the development of creativity and entrepreneurship

Students are not afraid to ask the lecturers for additional explanations or examples, or turn to them if they wish to examine a topic or subtopic further. An investigative learner is ready to make mistakes, approach new knowledge with an open mind, and reassess the already existing knowledge or reconsider it in a new context, where necessary. Taking the risk of error necessitates stepping out of the comfort zone, which is an important part of studies. Lecturers and fellow students contribute together in the creation of a learning environment where making mistakes is allowed.
 
Learners and teachers set a wider educational objective to develop new solutions to be implemented in daily life and innovative ideas that sustainably develop the society. Achievement of this goal presupposes an open and exploratory acquisition of knowledge, and shaping a learning process that develops creativity and entrepreneurship.