Katarina Perander, Monica Londen and Gunilla Holm
The purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.
Abstract
Purpose
The purpose of this study was to investigate how a workshop can enhance first-year university students' understanding of their study strategies and self-regulated learning.
Design/methodology/approach
A qualitative content analysis was done of 190 reflective journals written by first-year university students.
Findings
The main findings confirmed that starting studies in higher education is challenging for many students. New insights were provided on how these challenges can be addressed, especially regarding self-regulated learning. Students perceived that they gained several insights from the workshop that they believed could benefit their studying and thereby enhance motivation.
Practical implications
This study showed that even small measures promote both good study habits and specifically self-regulated learning skills. Interventions like the workshop described in this study ease first-year students' transition to the university and foster successful studies for all students.
Originality/value
This study contributes to research on supporting students' transition to higher education by investigating how students perceive early study skill interventions. It adds to a holistic perspective of students' challenges and coping strategies during their first semester in higher education.
Details
Keywords
Anna Vikström, Anna Billström, Parviz Fazeli, Monica Holm, Kerstin Jonsson, Gunilla Karlsson and Peter Rydström
The purpose of this paper is to describe the collective exploration, process and knowledge production made in a learning study about solution chemistry.
Abstract
Purpose
The purpose of this paper is to describe the collective exploration, process and knowledge production made in a learning study about solution chemistry.
Design/methodology/approach
Secondary school teachers conducted a learning study with variation theory as a guiding principle, supervised by a researcher. The relationship between teaching and learning was analyzed and evaluated in a learning study cycle of three lessons.
Findings
Critical aspects when teaching solution chemistry were identified, as well as enacted patterns of variation that significantly improved students’ learning. Examples of critical aspects were the particulate character of matter, especially the feature of “empty space” between particles, the connection between macroscopic phenomenon and sub‐microscopic explanations and the difference between answers with everyday language and scientific language.
Practical implications
The paper suggests that teachers in a learning study can produce new knowledge as well as use earlier research results when creating teaching activities that can improve their own practical work and students’ learning.
Originality/value
The study represents an example of research with the aim to improve teachers’ practice by generating knowledge in connection with teachers’ professional tasks.
Details
Keywords
Presents the findings of a study of female hospital cleaners in Sweden. Uses participatory research i.e. discussion and analysis of issues in groups to show how potential is often…
Abstract
Presents the findings of a study of female hospital cleaners in Sweden. Uses participatory research i.e. discussion and analysis of issues in groups to show how potential is often under utilized within such teams. Outlines the strengths which exist in subordinate groups in spite of structural obstacles. Focuses on models and methods to emphasize such strengths.