Research and a professional development programme on teaching learning strategies as part of course content

Abstract

There is evidence that many students leave university without effective learning strategies and skills that would facilitate their learning in the future. For example, they can complete their university courses without developing information skills or a love of learning, with only a limited repertoire of learning strategies, and with no intention of engaging in further learning. While these findings indicate a need for universities to review the structure of courses and the way that they are taught and assessed, it is not necessary to wait for this to happen. Within existing course structures, universities can help prepare students for lifelong learning by teaching them learning strategies. This is best done if the strategies are taught by university teachers in the context of their regular coursework. We have confirmed in our research and professional development projects that this can be done. In an experimental study, we investigated the effects of explicidy teaching students learning strategies in the context of their regular coursework. This research indicated that students who were taught learning strategies in the context of their regular coursework used them effectively and achieved better results than students who were taught in the conventional way. In a professional development project, we taught university teachers from a variety of subject areas to teach learning strategies to students in their own courses. These teachers were successful in helping students develop a repertoire of effective learning strategies and display greater commitment to their learning.

The Impact of Metacognitive Instruction on ESL University Level Students’ Awareness and Use of the Reading Strategies

“…Overall, the findings related to change in students' metacognitive awareness and use of reading strategies support and reinforce the findings of the existing literature that indicate that strategies could be taught and students' awareness of strategies increases as a result of instruction (Aghaie & Zhang, 2012;Burchard & Swerdzewski, 2009;Chalmers & Fuller, 2009;Chularut & DeBacker, 2004;Huang & Newbern, 2012;Ko, 2007;Kutlut€ urkm 2020;Nunan, 1997;Mizumoto & Takeuchi, 2009;Tinnesz et al, 2006). Moreover, the findings support Auerbach and Paxton's study (1997) that indicates that metacognitive instruction can increase students' awareness and understanding of reading strategies.…”

A Cognitive Model for Developing University Students' Communication Skills

“…This is parallel to the findings of many studies (Kirsch, 2008). (Chalmers & Fuller, 2009) on strategy teaching, indicating the strategies can be taught and that students' knowledge of strategies can be developed. This also goes with the results of (Esquinca, 2011) which refer to the effectiveness of raising students' awareness towards choosing and using meta-cognitive and affective strategies.…”

Diş Hekimliği Eğitiminde Beceri Kavramı: 21. Yüzyıl Becerileri

“…Öğrencilerin öğrenme stratejilerini yerine getirme ve bilgilerini arttırmak için eğitilmelerinin, motivasyon ve performansları üzerinde olumlu etkiye sahip olduğu bilinmektedir. [16][17][18] Tıp eğitiminin her aşamasında, öğrenme stratejileriyle ilgili eğitim aktivitelerinin planlanmasının da bu nedenle öğrencilerin eğitiminde fayda sağlayacağı bildirilmiştir. 19 Diş hekimliği; müfredatın bilimsel yapısı nedeniyle daha çok teknik beceriler üzerinde yoğunlaşır.…”