2.50
Hdl Handle:
http://hdl.handle.net/2436/21715
Title:
Nurturing supportive learning environments in HE through the teaching of study skills; to embed or not to embed?
Authors:
Allan, Joanna; Clarke, Karen
Abstract:
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.
Citation:
International Journal of Teaching and Learning in Higher Education, 19(1): 64-76
Publisher:
International Society for Exploring Teaching and Learning
Journal:
International Journal of Teaching and Learning in Higher Education
Issue Date:
2007
URI:
http://hdl.handle.net/2436/21715
Additional Links:
http://www.isetl.org/ijtlhe/pdf/IJTLHE164.pdf; http://www.isetl.org/ijtlhe/past2.cfm?v=19&i=1
Type:
Article
Language:
en
ISSN:
1812-9129
Appears in Collections:
Learning and Teaching in Higher Education

Full metadata record

DC FieldValue Language
dc.contributor.authorAllan, Joanna-
dc.contributor.authorClarke, Karen-
dc.date.accessioned2008-03-27T14:48:20Z-
dc.date.available2008-03-27T14:48:20Z-
dc.date.issued2007-
dc.identifier.citationInternational Journal of Teaching and Learning in Higher Education, 19(1): 64-76en
dc.identifier.issn1812-9129-
dc.identifier.urihttp://hdl.handle.net/2436/21715-
dc.description.abstractThe 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.en
dc.language.isoenen
dc.publisherInternational Society for Exploring Teaching and Learningen
dc.relation.urlhttp://www.isetl.org/ijtlhe/pdf/IJTLHE164.pdfen
dc.relation.urlhttp://www.isetl.org/ijtlhe/past2.cfm?v=19&i=1en
dc.subjectSupportive learning environmentsen
dc.subjectWidening participationen
dc.subjectHigher educationen
dc.subjectStudy skillsen
dc.subjectRetentionen
dc.titleNurturing supportive learning environments in HE through the teaching of study skills; to embed or not to embed?en
dc.typeArticleen
dc.identifier.journalInternational Journal of Teaching and Learning in Higher Educationen
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