SAT: The development of a multimedia online resource for study skills development aimed to aid transition of students to higher education. (Paul Hubbard)
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8 January 2015
Successful transition of students from school/college to higher education (HE) is becoming an important focus of university policy and research. A number of studies have discussed the importance of successful transition to HE as well as the factors that influence this transition (Ferguson et al., 2002; Briggs et al., 2012). One of the factors that has arisen from such research is the need to develop study skills in students so that they can adapt to, and thrive, in the independent learning environment of HE.
The artefact to be discussed in the conference presentation will be the development of an innovative multimedia online resource. The purpose of this artefact is to help aid this transition from school to HE. The online resource will initially be targeted to the study skills required by medical students to help them to become successful in their medical studies. However, it may be possible to adapt to a wider audience considering the ubiquitous nature of study skills needs. Since the resource is designed to aid transition it will be available to students who have a confirmed offer prior to study. The presentation will explain how the design of the online resource will help students to understand expectations on the course as well as allow them the opportunity to develop their skills prior to commencing studies. The resource will be based on a constructivist learning theory. The rational for this approach will be explained in the presentation since a constructivist approach to learning allows students to actively explore and develop their own individual learning approach based on prior experience (Petty, 2009). This is different to many other academic/study skills strategies that tend to keep to the transmission model of teaching (Wingate and Dreiss, 2009).
The content of the artefact has been established through incorporating a number of networking methodological approaches in order to inform and develop the structure and content of the resource. Strategies such as; student focus groups, online collaborative documents, social media, online and face-to-face fora, the open studio and professional networking sites were utilised in this method.
The presentation will explain how this development process has progressed and will discuss the outcomes of utilising these networking strategies in informing development. Adaptations such as; moving towards an integrative approach rather than a standalone resource, inclusion of subject specific activities, incorporating quizzes, questionnaires and other interactive elements have all been a result of this networking process. To illustrate how the resource will work the presentation will also include a demonstration of some key aspects of the resource explain how it will work.
Future development would hope to complete the integration of the resource with other teaching strategies such as lectures and seminars in order to consolidate the process and further aid transition. It is hoped the resource will form a key aspect of improving student transition to university and to aid in academic achievement.
References for abstract
Briggs ARJ., Clark J., and Hall I. (2012) ‘Building Bridges: understanding student transition to university’, Quality in Higher Education, iFirst article, pp 1-19, DOI:10.1080/13538322.2011.614468 [Online]. Available at http://www.tandfonline.com/doi/abs/10.1080/13538322.2011.614468#.VK2wHnsUND8 (Accessed 1st January 2015).
Ferguson E., James D., and Madeley L. (2002) ‘Factors associated with success in medical school: systematic review of the literature’, British Medical Journal, Volume 234, pp 952-957
Petty G. (2009) Teaching Today A Practical Guide, Fourth Edition, Cheltenham, UK, Nelson Thornes.
Wingate U., and Dreiss CA. (2009) ‘Developing students’ academic literacy: an online approach’, Journal of Academic Language and Learning, Volume 3, Number 1, pp A14-A25.