All Ireland Society for Higher Education
| Name: | Linda Dowling |
|---|---|
| Email: | linda.dowling@ucd.ie |
| Institution: | University College Dublin |
Ryan, Orna, orna.ryan@ucd.ie
Making the transition to higher-level education can present considerable challenges to students, and these challenges are evident in the development of effective study, learning and metacognitive competencies (Hendry and Farley, 2006). The development of these competencies represents a key component on the path to student success, leading to a more satisfying and effective learning experience for both students and tutors.
This paper contains two main sections. The first section will briefly present a review of some of the important study competencies required at third level and will explore best practice with regard to the design, delivery and assessment of these competencies. A key component of the authors' argument is the value of formative feedback to students as a means of reinforcement of effective study habits and practices and the importance of students improving these habits in a structured environment and maximising the benefits of the study skills intervention. Comprehensive formative feedback is provided on all coursework and exercises for these modules. It is acknowledged that the use of formative feedback is recognised as a key but under researched component of student assessment (Juwah et al, 2004, Mutch 2003) and its merits and limitations in the context of these modules is briefly explored in the second section of this paper.
The second part of the paper will present some preliminary observations of a unique study skills intervention undertaken by the School of Business at University College Dublin (UCD). This initiative involved the introduction of three accredited study skills modules on a Business Degree programme in 2005. These programme-specific modules aim to help learners to identify and develop the key study skills, habits and practices which will lead to academic success. Through workshops, exercises and coursework, learners put into practice the integral skills, such as note-taking, essay writing, reflective writing etc. It is suggested that these are most successful when these exercises and assignments are programme-specific Cottrell (2001) and in this instance, these assessments were designed to ensure that learners develop the skills needed within their chosen discipline.
Preliminary feedback through initial observations and initial research from the first cohort of students who have completed the three modules suggests that this unique programme-specific intervention has resulted in improved grades, lower failure rates and higher student retention rates.