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Article
Publication date: 17 July 2020

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.

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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

Journal of Applied Research in Higher Education, vol. 13 no. 2
Type: Research Article
ISSN: 2050-7003

Keywords

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Article
Publication date: 4 January 2013

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.

571

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

International Journal for Lesson and Learning Studies, vol. 2 no. 1
Type: Research Article
ISSN: 2046-8253

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Article
Publication date: 1 March 2000

Gunilla Härnsten

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…

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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.

Details

Equal Opportunities International, vol. 19 no. 2/3/4
Type: Research Article
ISSN: 0261-0159

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