Analysing metalearning in first-year undergraduates through their reflective discussions and writing

被引:4
|
作者
Norton, LS [1 ]
Owens, T [1 ]
Clark, L [1 ]
机构
[1] Liverpool Hope Univ Coll, Liverpool, Merseyside, England
关键词
D O I
10.1080/1470329042000277011
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study reports on an initiative using Meyer's (2000a) Reflections on Learning Inventory (RoLI) to bring first-year students' understandings of themselves as learners together with the expectations of their academic subjects. Students on a generic skills-based programme were asked to discussed their RoLI profiles with their academic tutor, and then write about what they had discovered about their beliefs and approaches to learning and how this fitted the demands of their academic subjects. The findings from this study suggest that one-to-one discussion of an individual learning profile is useful as a first step in raising levels of metalearning awareness in first-year undergraduates. There is also some evidence to suggest that tutors might be able to make predictions about how a student will perform academically, based on a combined interpretation of the RoLI profile together with an analysis of their reflective writing about their learning approach.
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页码:423 / 441
页数:19
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