ISSN:
1573-174X
Source:
Springer Online Journal Archives 1860-2000
Topics:
Nature of Science, Research, Systems of Higher Education, Museum Science
Notes:
Abstract Two studies on monitoring and assisting students at risk are presented against a contemporary perspective in higher education: that of monitoring and developing the quality of student learning. A basis for risk categorisation at an individual level is outlined, and the effects of an intervention aimed at students at risk are evaluated in two contrasting settings. ‘At risk’ in the present study represents, in conceptual terms, a relatively extreme set of learning behaviours. The first study approximates an ideal set of circumstances in which an individual-level intervention for students conceptually at risk is described. The second study reflects the uncompromising reality of a large first-year service course, in which a reduced form of the same intervention was pragmatically attempted. In both interventions the emphasis was on assisting students to engage manifestations of their own self-reported, contextualised study behaviour. This was the starting point of a developmental and reflective programme in which students were not taught ‘study skills’, but were rather assisted to develop deeper contextual perceptions, metalearning awareness, and internal locus. The targeted students in these studies, and the basic nature of the intervention employed, differ considerably from those used in other intervention studies. The first study produced positive results, while the second study did not. An overall conclusion is that, while interventions of the type described can assist students to develop their learning potential, they can only do so in carefully managed circumstances that are sensitive to individual students' learning problems and the discipline-specific context in which these occur.
Type of Medium:
Electronic Resource
URL:
http://dx.doi.org/10.1007/BF01383763
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