Facilitating the Development of Study Skills through a Blended Learning Approach

Autor/inn/en	Smith, Julian; Groves, Mark; Bowd, Belinda; Barber, Alison
Titel	Facilitating the Development of Study Skills through a Blended Learning Approach
Quelle	In: International Journal of Higher Education, 1 (2012) 2, S.108-117 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Study Skills; Blended Learning; Skill Development; Learning Strategies; Undergraduate Students; Large Group Instruction; Experiential Learning; Focus Groups; Learning Experience; Student Attitudes; Essays; Tutorial Programs; Learner Engagement; Student Participation; Learning Modules; Instructional Effectiveness; Teaching Methods; Educational Practices; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Studientechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Experiental learning; Erfahrungsorientiertes Lernen; Lernerfahrung; Schülerverhalten; Essay; Aufsatzunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Learning module; Lernmodul; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Ausland; Großbritannien
Abstract	This study examined the effectiveness of a Blended Learning (BL) environment designed to facilitate the learning of study skills with a large (over 200) and diverse undergraduate student cohort in a Higher Education (HE) institution in the UK. A BL environment was designed using the model provided by Kerres & De Witt (2003), and was also designed to be consistent with Kolb's (1984) experiential learning cycle. Eight focus groups with six students were undertaken to examine student perceptions of their learning experience, and to establish if learning had taken place in each phase of Kolb's (1984) cycle. All students also completed a reflective study skills essay, and a sample of these were scrutinised for evidence of certain aspects of experiential learning. Student engagement in the module and the BL environment was examined through small group tutorials. The results suggest that the module encouraged a high level of student engagement, and learning in each stage of Kolb's (1984) experiential learning cycle, and that the use of a BL environment facilitated aspects of this experiential learning. Teachers in HE should therefore consider the potential benefits of a blended learning approach as a means of facilitating the experiential learning of study skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01