Embracing COVA and Creating Significant Learning Environments: My Capstone Reflection

A Journey of Choice, Ownership, Voice, and Authenticity

When I started the Applied Digital Learning (ADL) program, I didn’t fully grasp the depth of the COVA (Choice, Ownership, Voice, and Authentic Learning) model. At first, I thought it might just be a buzzword, an idealistic theory with little real-world use. My perspective changed during my first real assignment. I had to create a solution that not only fit the course but could also help my work in higher education. While developing my innovation plan, a proposal to use AI-driven student platforms in the admissions and advising process, I truly understood the importance of taking real ownership of my learning.

At first, the freedom to direct my own learning felt both exciting and intimidating. I was used to traditional learning environments where clear guidelines and specific expectations defined success. The COVA approach, however, encouraged me to take risks, be creative, and trust my instincts as a professional. Although I wondered if I was ready for this responsibility, I accepted the challenge and leaned into the discomfort. This pushed me toward growth. I learned that with freedom came accountability, and that’s where real learning happened.

To adjust to this new style of learning, I had to change my mindset from being a passive consumer of information to an active co-creator of knowledge. I stopped asking, “What do I need to do to earn an A?” and started asking, “What solution will genuinely help my students and colleagues?” Looking back, I wish I had embraced the discomfort sooner and allowed myself more room to explore ideas without self-doubt. I understand now that growth happens during those early moments of uncertainty.

Using my voice to create work for real stakeholders, such as students, academic peers, and institutional leaders, was initially daunting. Unlike traditional assignments, these projects pushed me to think about the perspectives of a real audience. However, over time, I gained confidence in sharing my ideas and advocating for student-centered change. My confidence in leading discussions and projects within my organization has grown significantly. I now see myself as someone who can drive improvements in advising and digital learning.

My innovation plan was never just about getting a grade. It was personal. Having benefited from early college programs myself, I understood how important accessible, individualized academic support is. The AI advising system I designed was not only realistic but also matched my values and my vision for improving student success. This plan represents a commitment to lasting change, not a temporary academic task.

The COVA model and Creating Significant Learning Environments (CSLE) match my learning philosophy. I believe students do best when they can be themselves, share their views, and take charge of their learning. My philosophy has changed from a strict, teacher-led approach to one that is flexible, student-driven, and closely tied to real-world results. Through COVA, I discovered that being genuine, rather than perfect, is the key to transformation (Harapnuik, Thibodeaux, & Cummings, 2018).

Applying the COVA and CSLE Approaches in My Organization

Now that I’ve experienced the power of the COVA model, I am committed to integrating it into my work in higher education. My goal is to make advising and admissions not just informative but transformative for students. I want to give learners choices by providing different ways to learn, including interactive dashboards, virtual workshops, and peer-led information sessions. This flexibility ensures that students can engage with content in the way that best supports their personal learning styles.

In addition to choices, I will encourage ownership by having students set their own academic goals, track their progress, and create personalized action plans. By giving students tools that let them manage their own academic journeys, I hope to nurture a deeper sense of responsibility and agency. I also plan to prioritize student voices by creating feedback channels like surveys, listening sessions, and focus groups. These strategies will make sure that student perspectives influence how we develop and deliver our services. Their input will shape the tools we implement, such as AI platforms and self-service portals, keeping our focus on real student needs.

Authentic learning will be central to all initiatives. I want to involve students in pilot programs, collaborative design workshops, and decision-making processes that directly affect their educational experiences. This approach goes beyond simulated learning and encourages students to be genuine partners in institutional change.

To prepare my colleagues for the shift toward COVA and CSLE, I will start with professional development initiatives that introduce learner-centered practices. I will share my innovation plan and demonstrate the method through practical, small-scale pilots. Additionally, I will use qualitative data and student stories to foster empathy and support for the transition. I expect challenges. Staff resistance to traditional methods, limited time and resources, and doubts about student autonomy will all pose obstacles. However, I believe these issues can be resolved by showing the positive results of COVA-based strategies—higher student engagement, better learning outcomes, and more meaningful relationships between educators and learners (Lamar University, n.d.; EDUCAUSE, 2023).

Final Thoughts

The ADL program, based on COVA and CSLE, did more than teach me digital tools. It changed how I see learning, leadership, and innovation. I am no longer just a passive participant in education; I am now a change agent ready to create spaces where students and educators can thrive. This journey has strengthened my voice, refined my purpose, and made clear the impact I want to have in higher education. I am prepared to lead with authenticity, and I owe this program my gratitude for the freedom and support it provided to help me grow.