• An investigation into the concept of mind mapping and the use of mind mapping software to support and improve student academic performance.

      Holland, Brian; Holland, Lynda; Davies, Jenny (University of Wolverhampton, 2004)
      This project set out to investigate if the technique of mind mapping could be used to improve the study and planning skills of second year Digital Media students from the School of Art and Design (SAD) and first year students on the History of Computing module from the School of Computing and Information Technology (SCIT). Both sets of students were shown how mind mapping could be used to plan the different types of work that they needed to undertake for their modules. MindManager software was installed in selected computer labs and the students were given tuition on how to use the software.
    • Approach to learning undertaken by undergraduate distance learning students in law

      Mitchell, Brian; Williams, Stuart; Evans, Judith; Halstead, Peter (University of Wolverhampton, 2001)
    • Bridging the cultural divide

      McCoy, Tracy J. (University of Wolverhampton, 2004)
      The motivation for this project grew from discussions between a group of lecturers from the university during and post delivery of subject specific bridging courses at North East Normal University in Changchun, China during March 2003. Anecdotal and experiential evidence suggested that there was a common need for study skills development among our prospective Chinese students, inorder to better prepare them for the more open and self-directed style of learning expected of students at the University of Wolverhampton. Prospective students attending the bridging course presented a significant demand for more detailed information about the university and it's teaching methods as well as information about the local area, living expenses etc. The main aim of the project was to investigate the learning styles, experiences and needs of prospective Chinese undergraduates to direct entry at Level 3 of a variety of study programmes and in response to the findings, develop some inter-school learning materials to support Chinese students. Thus it was hoped to avoid unnecessary duplication and the need for large teaching teams to to travel yearly to China to deliver bridging courses.
    • Developing journal writing skills in undergraduates: the need for journal workshops

      Hockings, Christine (University of Wolverhampton, 1998)
      In recent years, journal writing has become a popular tool for assessing student learning in Business Studies courses throughout UK universities. The writing-to-learn literature is full of the benefits of journal writing, not just as a means of assessing learning but as an essential part of the learning process itself. (Barclay, 1996; Borasi & Rose, 1989; Emig, 1987; Hogan, 1995; Holly 1987; Yinger & Clarke 1981, etc.). In the personal experience (as tutor) explored in this paper, however, journal writing failed to live up to expectations, both as a means of assessing the acquisition and application of subject specific knowledge, but also and more importantly, as a means of developing high level cognitive skills, such as reflection, analysis, critical thinking, evaluating, and hypothesising. In this paper I explain why journal writing failed to develop high level skills amongst a group of first year undergraduates in 1996. I then evaluate the effectiveness of a journal writing workshop designed to address high level skills amongst two similar groups of students in 1997.
    • Developing study skills through technology supported learning

      Sutherland, Shane (University of Wolverhampton, 2002)
      The project described in this paper sought to develop generic study skills materials for a wide constituency of students. The learning materials defined in the project brief were to be technology rich and transferable to schools and departments beyond the School of Education (SEd). At the time of initial conception SEd was planning the creation of a set of 5 inter-related and self-supporting WOLF topics – WOLF is the University of Wolverhampton’s (UoW) virtual learning environment (VLE). WOLF topics (a discrete unit within the VLE framework), at that time, tended to be module specific; those planned by SEd were intended to provide an overarching resource for the variety of subject and professional routes within the school. Where micro topic describes module level and meso topic describes subject level then the intention was to create 5 macro topics one of which contained technology rich resources concerned with the development of students’ study skills.
    • Development of a formalised skills-based tutorial system in support of student learning

      Norton, Ken; Reynolds, Steve (University of Wolverhampton, 2001)
      A formalised skills-based tutorial system in support of student learning has been devised, stitched into core Level 1 modules, and requiring student self study and individual student inputs in small group (maximum 5) compulsory tutorials. The aim has been to co-ordinate the development of the six (Foundation Degree) key transferable skills and to underpin career management activities by fostering, in first year students, a feeling of ‘belonging’ through the strengthening of personal progress planning. The outcome has been a series of skills-related tutorial topics providing training in relevant study techniques (involving all staff irrespective of discipline) with student guidance notes on task completion, a mechanism for encouraging students to use assessment feedback from all sources in a constructive and reflective manner and a means for monitoring student attendance and performance which, it is envisaged, should lead to improvements in Year 1 retention rates. Our system has recently been evaluated at a full Biosciences divisional meeting. Unanimous acceptance by all 20+ staff with some discussion on, and modification to, the proposed mode of assessment for the subject-specific extended essay and the nature of the numerical exercise on statistics and use of calculators. Potential rooming problems were voiced. The project is now virtually completed and is ready for an October start, apart from final agreements on the format of the skills diaries/recording systems which will form the basis of a Science student’s Progress File.
    • Embedding information skills training on student learning: making a difference

      Bastable, Wendy; Morris, Pamela; Cook, Eleanor; Dutton, Gill; Pieterick, Jackie; Taylor, Fiona (University of Wolverhampton, 2006)
      This embedding project builds on one that was delivered in 2001, headed by Oliver Pritchard, Dudley Learning Centre Manager, leading a research team with staff working from different Learning Centres in the University. In the 2001 project, sessions on information skills were run in three differing subject areas for second and third years and their impact on student learning was assessed using questionnaires and focus groups for students and in-depth interviews with academic staff. Findings were encouraging. Skills and experience gained within the sessions were taken on and applied within assignment work to good effect. Within this small study there is evidence of a progression in student awareness, confidence and skills and Information Skills sessions bring a longer-term, practical and tangible element to the learning experience and are a valuable part of helping students to become more effective learners.
    • Nurturing supportive learning environments in HE through the teaching of study skills; to embed or not to embed?

      Allan, Joanna; Clarke, Karen (International Society for Exploring Teaching and Learning, 2007)
      The transnational widening of participation in higher education (HE) and the concomitant emphasis on promoting successful progression and high retention are focusing attention on how best to create supportive learning environments in HE. Using a phenomenographic approach, we explore variance in how first year undergraduate students experience the learning of generic, subject-related and metacognitive skills within a study skills module integrated into education programs. The findings suggest responses ranging from a lack of engagement in the module to evidence of increased confidence, criticality, self-reflection and change as a learner. The conclusion posits alternative ways of promoting the learning of study skills, which, whilst potentially including all learners, bring significant ramifications for the professional development of university lecturers.
    • What do we mean by student support? Staff and students’ perspectives of the provision and effectiveness of support for students

      Dhillon, Jaswinder; McGowan, Mhairi; Wang, Hong (University of Wolverhampton, 2006)
      The aim of this small-scale study is to explore the effectiveness of the support available to students registered for programmes of study in the School of Education. This includes the provision of university-wide student support and guidance services as well as the more localised study skills and academic and personal support provided by personal tutors. The perceptions of both staff and students were sampled through questionnaires and interviews. This paper presents a review of literature on the provision of student support for the increasingly diverse body of students in higher education and some preliminary findings from our survey of current students. The literature and findings from our investigation indicate discrepancies between the officially declared provision of student support services and the accessibility and use of these services in practice. There is ambiguity around the role of the personal tutor and inconsistency of practice in the level of support provided by ‘personal tutors’ which suggest that a review of the personal tutor role is needed. Student responses to our questionnaire also indicate that drop-in study skills provision in useful and being used but that other student support services, such as careers and counselling services are rarely used by students from the School of Education. This is mainly due to accessibility of these services and the lack of provision on the Walsall campus. The other major theme in the data is the process of induction to the University which students regard as being too intensive an ‘event’ and inappropriate for getting to know about support services.