LinkedIn Learning for Student Success

LinkedIn Learning is a digital library of expert-led video courses that support skill development and career readiness for instructors, students, and employees. While LinkedIn Learning is available to the UIW community directly through Cardinal Apps, it is also integrated within Canvas Assignments to complement existing course content. Study skills, research, data literacy, communication, and time management are a few of the many topics LinkedIn Learning offers to support academic success.

Implementation Across Disciplines

Faculty across disciplines can assign LinkedIn Learning content as preparatory material, enrichment, or differentiated instruction, while the AI Coaching feature can even practice role-play conversations. Examples of LinkedIn Learning courses aligned with academic areas:

Business: Explore personal branding, marketing frameworks, and content calendars in Learning Personal Branding.
Design: Examine typography, graphic design, and visual culture in Helvetica.
Math: Practice mental math, decimals, fractions, percentages, ratios, equations, area, and volume in Learning Everyday Math.
Patient Care: Investigate ethical and practical uses of generative artificial intelligence in AI Applications in Healthcare.
Professionalism: Discover strategies for professional presence, respectful communication, and social interactions in Tips for Flawless Business Etiquette.
Research: Learn how to form research questions, conduct literature reviews, and analyze data in Academic Research Foundations: Quantitative.
Writing: Review grammar, punctuation, voice, and sentence structure in Grammar Foundations.

What the Research Says

Blending skills-based content from LinkedIn Learning with active instructional methods helps translate learning into meaningful academic growth:

Targeted skills training can help students persist in difficult coursework and develop competencies needed across disciplines (Conley, 2012).
88% of students surveyed in 2025 highly value skills-based training, suggesting a growing student demand for practical, career-aligned learning opportunities (Digital Marketing Institute, 2025).
Planning and reflecting on their own learning builds metacognition, which is strongly associated with higher academic performance and is especially critical for first-generation and underprepared students (Young & Fry, 2012; Cazan, 2013).
Students with stronger metacognitive abilities exhibit better self-regulation and problem-solving in academic and career contexts (Panigrahi et al., 2025).
Active instructional strategies, including reflection and self-assessment activities, promote metacognitive awareness shown to improve students’ ability to engage more deeply in academic inquiry (Sasson & Tifferet, 2024).