6 - Dwight Assenheimer

Title

Using a survey following an assessment to encourage students’ self-assessment of, and preparedness to change, their approaches to study

Author(s)

Dwight Assenheimer*, School of Medicine, Faculty of Health
Jane Rienks*, Student Transition and Retention, Student Centre, Division of the DVC (Students and Education)

Subtheme

Students as Partners and Building an Inclusive Culture

Presentation Type

Poster

Room

Foyer

Time

12.30-13.20

Abstract

It is well established that students beginning university studies, particularly those who have just left secondary education, can face a significant challenge.  This is because students’ individual habits of learning are well established by the time they conclude their secondary education, and these may not suit the tertiary environment.  Changes to learned and applied skills are unlikely to occur unless students critically examine their study practices and whether they work. Such insight could precede a willingness to embrace experimentation with new learning skills.
The present study consisted of a pilot project aimed at raising students’ awareness of whether their learning and study skills were working. It offered them the opportunity to reflect on their study skills in the light of their assessment results, and asked whether they thought they should change their approaches, whether they would look for other approaches, and whether they would like extra help or resources.  Students differed in how confident they were initially that their skills were assisting their learning, and in whether the formative test positively reinforced this confidence or not.  Confident students (in their skills, reinforced by their results) were particularly unlikely to feel that they should change their approaches.  However, regardless of this, the majority of this group, and the students overall, were interested in extra help/resources and workshops.
The results of this small pilot study suggest that the medical students, regardless of their achievement level, need and/or are open to new learning approaches and could engage constructively with learning support services and resources to do so.

Resource

Download presentation (requires University of Tasmania login) (PDF)