Nurturing supportive learning environments in HE through the teaching of study skills; to embed or not to embed?
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Issue Date
2007
Metadata
Show full item recordAbstract
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): 64-76Journal
International Journal of Teaching and Learning in Higher EducationAdditional Links
http://www.isetl.org/ijtlhe/past2.cfm?v=19&i=1Type
Journal articleLanguage
enISSN
1812-9129Collections