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Learning Development is a field of practice concerned with supporting students to develop their study skills, including academic and assessment literacies. It is strongly rooted in values that are student-centred, collaborative and emancipatory rather than remedial or deficit. However, in the wider dominant culture of UK HE institutions, Learning Developers are often placed in an implicitly hierarchical relationship with students, "giving advice and guidance", at odds with these values. Without a clear model for practice to help them enact their values in a student-centred and dialogic way, Learning Developers may risk pathologizing the student, depriving them of agency and expertise, in an overly prescriptive and instrumental approach to skills development. This paper explores formulation, a core skill in Clinical Psychology, and its applicability in Learning Development. Formulation is a method of integrating theory and practice, clinical expertise with the client's own experience and insight, through its meaning to the client. With a focus on equality, person-centred practice and co-created meaning, it is well aligned to Learning Development values. This paper examines how formulation can be adapted for Learning Development one-to-one work and other forms of provision, and proposes a practical model, the Five Ps of LD, which integrates multiple perspectives with longitudinal, cross-sectional and socio-cultural factors into a holistic shared understanding of the Learning Development need.

The COVID-19 pandemic caused unprecedented disruption to education around the world. As education systems gradually return to normal, there is a push to understand effects of the disruption. A major impact on students is "learning loss", in which attainment and progress may have fallen behind expected levels. Various efforts have been made to quantify learning loss, but to better understand it, further work, combining quantitative and qualitative approaches, is required. Here, we sought to record teachers' views on how far behind (or ahead) their students were compared to a "typical" year, and to gather their opinions about what had been lost (or gained). To do this, we surveyed teachers in schools that work with Cambridge CEM. We received over 400 responses, spread across 38 countries and 198 schools, thus giving a broad sample of experiences. A majority of respondents felt their students were behind expectations. 1-2 months behind was the most common estimate, but some respondents made much larger estimates of loss, while a sizeable minority thought that their students were on track or even ahead of expectations. Descriptions of the areas of loss indicated that fundamental literacy and numeracy skills had been affected, as had practical skills and general study skills. Responses also described variable impacts, both within and between groups of students. Effects of COVID-related disruption on education are ongoing and may be felt for some time still to come. By exploring the nature and extent of learning loss in students, it is hoped that it will be possible to better understand, and hopefully mitigate, these longer-term impacts.

Marketisation has directed higher education institutions and policies to focus on student support and provisions that promote better experience and value. By contrast, expectations of university students are under-researched and understated, with less attention placed on what and how students should perform in higher education. This paper further develops the concept of the "ideal student" at university, which aims to promote transparency and explicitness about what is expected of students, and potentially alleviate inequalities driven by implicit and unspoken rules of higher education. We report on the development and findings of the ideal student survey, conducted with 1,043 university students and staff in the UK. Factor analysis revealed eight dimensions of the ideal student, which we have tentatively described as "Diligence & Engagement," "Organisation & Discipline," "Reflection & Innovation," "Positive & Confident Outlook," "Supportive of Others," "Academic Skills," "Employability Skills" and "Intelligence & Strategic Approach." Each factor is discussed with a focus on the differences between the views of staff and students. We conclude with a discussion of how the concept of the ideal student has the potential to promote better equality and opportunities for student success, by making explicit what is expected of university students.

The literature on international student participation in Anglo-Western universities is predicated on an assumption of underachievement. Reductive understandings prevail with English language competence and cultural background highlighted. Drawing from a case study of group work in a first-year module in a management course at an internationalizing university in the United Kingdom, this article explores students' perceptions of the impact of English language competence on participation. The case study, which aimed at a holistic understanding, adopted an activity theoretical framework for modeling participation and for analyzing focus group data. Four educational objects were identified with the construct "object in view" employed in recognition of the plurality of the object. The in-depth analysis focused on the object. Although the focus groups traversed a range of topics, English language competence was widely discussed. However, the analysis suggests that the extent English language was perceived as an issue was relative to the object in view.

The use of analytical methods from learning analytics (LA) research combined with visualizations of learning activities using learning design (LD) tools and frameworks has provided important insight into how instructors design for learning. Nonetheless, there are many subtle nuances in instructors' design decisions that might not easily be captured using LA tools. Therefore, this study sets out to explore how and why instructors design for learning in an online and distance higher education setting by employing a mixed-method approach, which combined semi-structured interviews of 12 instructors with network analyses of their LDs. Our findings uncovered several underlying factors that influenced how instructors designed their modules and highlighted some discrepancies between instructors' pedagogical beliefs and their actual LD as captured by the Open University Learning Design Initiative (OULDI). This study showcases the potential of combining LA with qualitative insights for a better understanding of the complex design process in online distance higher education.

The COVID-19 pandemic disrupted education across the world as campuses closed to restrict the spread of the virus. UK universities swiftly migrated to online delivery. The experiences of students and staff during this transition can inform our return to campus and our ability to deal with future disruption. This study draws on Moore's theory of transactional distance to understand factors influencing student study skills engagement and participation in online learning during this period. We surveyed students (n = 178) in a computing school at a UK university. A partial least squares (PLS) analysis was used to explore the influence of transactional distance (between students/teachers and between students/students), access to e-learning capital, and perceived usefulness on two measures: study skills engagement and participation in online collaborative activity. Results show that transactional distance influences participation, and e-learning capital influences study skills engagement. Our findings suggest that if universities continue with aspects of online learning for previously on-campus students they should provide access to infrastructure and training on utilising the online ecosystem to avoid disadvantaging students. Further investment in students' e-learning capital, such as signposting and adapting existing resources, is also necessary to support this key influence in study skills engagement.

This article intended to analyze a current piece of international education practice in terms of its underlying values, culture, and philosophy, including the concept of international education (e.g., a curriculum model, an organizational or institutional structure, or a management style), and have particularly selected curriculum model to discuss. Furthermore, the article aims to explore and analyze international students' learning experience in the selected educational curriculums designed for them. Moreover, the article will assess how values, culture, and philosophy influence the learners' experience in the curriculums.

The UK will need a skilled IT work force to maintain its position as a world leader in computing research and development. This study investigated the experience of learning communities amongst first year undergraduate computing students at a UK university. The concept of a learning community was used to examine its influence on student academic and social integration, the issues students need to overcome and the knowledge they need to acquire to become successful. A qualitative approach was employed using the 'unfolding matrix', which was completed during group interviews. The data analysis results revealed that learning communities critically affect students' academic and social integration. Specifically, the importance of student support and guidance from academic staff was considered, as well as student relationships with other students and academic staff. Furthermore, developing a sense of personal awareness and the need to develop an effective academic skill-set to succeed were identified as critical.

Introduction: Online distance learning (e-learning) is now an established method for providing higher education, in the UK and across the world. The focus has largely been on developing the technology, and less attention has been given to developing evidence-informed course provision. Thus the effectiveness of this teaching approach, and its acceptability to students, is, at times, uncertain. Many higher education courses require students to submit a dissertation. Traditional face-to-face courses will include meetings between the student and an allocated supervisor, to support the dissertation component of the course. Research into the supervisory relationship and student satisfaction has focused on doctoral students. Little is known about the experiences of students studying for a master's degree. The aim of the current study was to measure student satisfaction with the dissertation course as part of a fully online distance learning master's programme in public health. Methods: All students submitting a dissertation as part of their master's programme in Public Health were sent an electronic survey to complete, in September 2012. The 34 item questionnaire used a four point Likert scale for students to rate levels of satisfaction across key components of the course, including preparatory materials, study skills, and support, and with the amount and content of supervision. Open ended/free text questions were used to determine factors associated with levels of satisfaction and to gain student feedback on the course overall. The constant comparative method was used to identify key themes from the free-text responses. Results: Of the 45 students submitting a dissertation, 82% (37) responded to the survey. The majority of students, 85% (28) were satisfied or very satisfied with the dissertation course overall. Levels of satisfaction remained high for many of the components examined. Differences were observed for part time and full time students, and for the type of dissertation, but these were not significant. Similarly, non significant findings were observed for associations between satisfaction and the estimated number of contacts initiated with their supervisor, and for the time spent working on their dissertation. The constant comparative analysis identified key themes and feedback included "self development", "peer support", and "writing skills". Conclusions: Generally high levels of satisfaction were received from students studying a dissertation course as part of a fully online distance learning programme in public health. Areas for further improvement were identified and the results act as a benchmark for future quality enhancement. These findings suggest that appropriate information, study skills, and supervisory support can be provided in an online distance learning programme, for students taking a master's level dissertation course.

Action research is an invaluable resource, which can be utilised by those involved in teaching and learning as a reflective tool enabling a person to make informed decisions about their working practices. Developing and improving teaching skills is an essential part of the teacher's role so this method was used to explore concerns that were evident around two main issues. The first issue centred around how best to explore difficulties that may be experienced by sixth-form students in their learning, especially when making the transition between GCSEs and A-levels, and secondly what teachers and learners expected of each other in their respective roles. Insights gained from these issues could then be used to inform and address intervention strategies to deal with the concerns highlighted. This study is, therefore, a first stage of the action research cycle and it is hoped that the findings and conclusions that emerge from this study will inform future research to address these matters.

Psychology lecturers are well-qualified to carry out action research which would contribute to the theoretical understanding of learning as well as having practical benefits for students. Pedagogical action research demonstrates how knowledge of psychology can be applied to solve practical problems, providing role models of psychological literacy to students, who can also beneficially be involved as participant researchers. Academics are urged to collect evidence to influence policy where higher education is facing new challenges, whether from changing economic conditions, technological developments, globalisation, student diversity, or greater expectations for personalised, engaging, and flexible learning. Five specific areas within the teaching of psychology are identified as offering rich opportunities for action research: study abroad; study skills for transition to university; engaging students with statistics; gamification; and teaching psychology to students from other disciplines. Readers are invited to join the authors in collaborating on future pedagogic action research in these areas.

Work-integrated learning (WIL) provides an opportunity to develop the skills, knowledge, competence, and experience, which increase employability and lead to more satisfying careers. Research indicates that WIL results in improved academic- and occupationally-related outcomes. However, there is a paucity of quantitative research examining the psychological impact of WIL. The study aimed to determine whether students who pursue WIL in the UK, differ significantly in terms of self-concept, self-efficacy, hope, study skills, motivation, and procrastination than students who have not participated in WIL. The methodology used a cross-sectional analysis of a large sample (n = 716) of undergraduate students at the University of Huddersfield, UK. Results showed significant differences predominantly centred upon measures which pertain to students' confidence in setting and attaining goals. The increased hope and confidence in goal attainment suggest that gaining work experience perhaps enhances the ability to set and achieve goals once in the work force.

This study examined the effectiveness of a Blended Learning (BL) environment designed to facilitate the learning of study skills with a large (over 200) and diverse undergraduate student cohort in a Higher Education (HE) institution in the UK. A BL environment was designed using the model provided by Kerres & De Witt (2003), and was also designed to be consistent with Kolb's (1984) experiential learning cycle. Eight focus groups with six students were undertaken to examine student perceptions of their learning experience, and to establish if learning had taken place in each phase of Kolb's (1984) cycle. All students also completed a reflective study skills essay, and a sample of these were scrutinised for evidence of certain aspects of experiential learning. Student engagement in the module and the BL environment was examined through small group tutorials. The results suggest that the module encouraged a high level of student engagement, and learning in each stage of Kolb's (1984) experiential learning cycle, and that the use of a BL environment facilitated aspects of this experiential learning. Teachers in HE should therefore consider the potential benefits of a blended learning approach as a means of facilitating the experiential learning of study skills.

This article explores the relationship between academic disciplines' representation in the United Kingdom Open University's (OU) OpenLearn open educational resources (OER) repository and in the OU's fee-paying curriculum. Becher's (1989) typology was used to subdivide the OpenLearn and OU fee-paying curriculum content into four disciplinary categories: Hard Pure (e.g., Science), Hard Applied (e.g., Technology), Soft Pure (e.g., Arts) and Soft Applied (e.g., Education). It was found that while Hard Pure and Hard Applied disciplines enjoy an increased share of the OER curriculum, Soft Applied disciplines are under-represented as OER. Possible reasons for this disparity are proposed and Becher's typology is adapted to be more appropriate to 21st-century higher education.

In learning object design an emphasis on visual attractiveness and high technological impact has seemed to persist while content frequently reflects a lack of clear pedagogical basis for the application of learning objects for online learning. Most apparent is the absence of supportive scaffolding for the student user; interactivity built on an "exploratory" approach can fall short of achieving its learning objective if support and guidance are missing for the student user who fails to grasp the learning point being offered. Research into developing an effective learning design for learning objects, undertaken by a research and development group in Modern Languages at the University of Southampton, has evolved an explicit pedagogic design for learning objects in English for Academic Purposes and study skills for international students and English native speaker students. These separable learning objects can be aggregated into resource sets or "toolkits" with multiple usage options for students and teachers. Moreover, this approach to designing effective online language learning materials is based in a defined pedagogy, which also has applicability in developing discipline-specific learning objects. It seeks to draw on key elements and processes identified in Laurillard's "Conversational Framework" for teaching and learning (Laurillard, 2002). This paper will present a case study of the development of a toolkit of learning objects with an explicit learning design. It will present the pedagogic basis for the development of these learning objects; outlining how they operate both as micro learning contexts and as components within the wider teaching and learning framework of a face-to-face or online course. It will also describe research findings showing how learning objects have been received by students and tutors. (Contains 5 figures.)

It has been argued that Open Educational Resources (OER) present opportunities for innovation in education. However, there has been a lack of retrospective analysis of the forms of innovation that can emerge through OER, and the processes and challenges these entail. This paper presents a post-project analysis of the diverse uses and impacts of open courses produced through an international OER initiative. A thematic analysis of retrospective interviews and documentation from this case study is reported on, guided by a review of relevant concepts from innovation and OER literature. Through this we identify three archetypal forms through which the OER created opportunities for innovation: Specific Adoption; Preferred Practise and Foundations for Innovation. We identify drivers and inhibitors through which these forms of innovation interacted with each other in this initiative. This elaborates on the notion that a single existing model does not capture the multi-faceted relationships between innovation and OER.

This study explores the contribution that can be made by self and peer assessment to effective teaching and learning. The purpose of this research was to introduce an intervention to a group of students, many of whom had non-traditional academic backgrounds, with the intention that it might enhance their academic skills and lead to more effective learning. The impact on the students' confidence in themselves as learners is considered and the establishment of a working model for implementing self and peer assessment is suggested. The participants in the research were a group of 11 higher education students who were studying in a further education college for a foundation degree in early childhood studies. An action research approach was taken to enable an examination of the impact of the intervention and to effect changes as the academic year progressed. Data were collected through semi-structured interviews, questionnaires, students' self-assessment sheets and observations of peer assessment feedback between students. The findings indicate that, although time consuming in the initial stages, the intervention resulted in students becoming more reflective and self-critical leading to improved academic performance. Regular sharing and discussion of their work led to increased confidence in their perception of themselves as learners.

This paper reports findings from research into the benefits of integrating podcasts into a first year undergraduate module on English Language and Communication at Kingston University. As part of a Faculty teaching and learning support scheme for first year undergraduates, six podcasts were developed to improve students' learning and study skills and to provide advice on portfolio development and presentation skills. Student learning experience through podcasts was evaluated through two focus groups, personal interviews (six students) and an end of semester evaluation questionnaire (n=35). The paper describes the teaching and learning context and how the podcasts were integrated as part of the blended learning delivery. It discusses to what extent podcasts were able to achieve of the intended outcomes and the processes involved in achieving those outcomes. The findings led to development of a model for integrating podcasts in on-campus blended learning, and which can have potential applications in distance learning contexts. The model is based on three main features of podcasts identified as facilitating student learning: learner choice and flexibility offered by podcasts; tacit knowledge and experience of peers conveyed in discussions; and a sense of informality brought into formal learning. The research reported in the paper was carried out as part of national research project entitled "Informal Mobile Podcasting and Learning Adaptation" (IMPALA) with funding from the UK Higher Education Academy. (Contains 5 graphs and 1 figure.)

This article describes a small-scale study exploring the perspectives of five undergraduate students with dyslexia. Semi-structured interviews were conducted in two universities in the UK. The interviews explored participants' perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self-advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self-advocacy, thinking and study skills and facilitates positive academic self-concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well-being and literacy skills.

Entry into higher education (HE) is recognised as a challenging time for undergraduates as they negotiate the norms and practices of new academic communities and foster relationships with peers and academics. Given the significance of this time period, our University has piloted a new four-week module that immerses students in their discipline and provides them with the academic skills and networks to support them through this period and beyond. Here we report a comprehensive evaluation examining academic and student experience of this immersive module. We explore its impact on essential aspects of the transition experience e.g. social integration, academic literacies and the sense of preparation for HE. Whilst this new approach did have positive impacts on students' sense of integration, questions were raised around the extent to which it matched or even raised expectations, and the extent to which this prepared students for the rest of their studies.

This article presents empirical research exploring adult returner students' patterns of learning via qualitative analysis of a series of semi-structured interviews. Interviewees' comments shed light on the relation between patterns of learning on the one hand, and study skills, epistemological issues and attitudes to peer interaction on the other. The data suggest that this group of students adopt a reproductive approach to learning, which is coupled with rudimentary study skills and a dualist, right/wrong epistemology. This constellation leads to a certain scepticism regarding the usefulness of peer interaction, even though such student-centred types of teaching are held to promote "deep" learning.

This article reports on research which aimed to examine academic staff attitudes to, and beliefs regarding the role and efficacy of, support for students' broader learning needs once engaged in degree study. It is contended here that the perspective of teachers represents a gap in current pedagogical research. The study has two complementary aims: one is to explore the subjective experience of academic staff at the interpersonal and organisational levels of academic life. Second, to gauge their engagement with learning and teaching issues, current agendas and practices by assessing their effects on teachers' lived experience. The context of the study was a new university with a wide spectrum of academic programmes, and which actively embraced the widening participation agenda. The research was a qualitative, ethnographic style approach, in which 48 teachers from a cross-section of faculties and fields of study were interviewed. Data are presented in two sections with accompanying analysis and interpretative commentary. In reporting the findings there is a focus on the interplay between agency and structure in pedagogical interactions and practices. Discussion focuses on the main findings and identifies a number of factors which appear to subtly and obliquely impact on teaching staff at the operational level of lived experience. The article considers how this seems to affect their engagement with current practices at the pedagogical and organisational levels of academic life.

This article describes the evaluation of an online study skills course unit designed, using evidence-based principles, to support undergraduate students. A mixed-methods approach was employed to establish the extent to which the unit was (a) fit for purpose and (b) effective. Data were obtained from an online survey (n = 63) conducted on entry to the unit and on exit several months later and from face-to-face interviews with students (n = 12). Moderate to large positive and statistically significant changes between entry and exit measures of student knowledge and confidence in a variety of study-related skills were identified in the survey data. Positive data regarding confidence were also evident in the interview data, which further revealed that, although the unit was generally seen as fit for purpose, there were some issues regarding feedback to students and the supporting face-to-face tutorials that were provided. The literature would benefit from larger-scale and more robustly designed research in this area. (Contains 2 tables.)

This paper analyses laughter in spoken academic discourse, with the aim of discovering why lecturers provoke laughter in their lectures. A further purpose of the paper is to identify episodes in British data which may differ from those in other cultural contexts where other lecturing practices prevail, and thus to inform the design of study skills and staff development programmes for multilingual, multicultural, international university environments. Examination of the data indicates that the management of laughter in British lectures is strategic, and has a rhetorical purpose. Six main types of laughter episode are described: "teasing", "lecturer error", "self-deprecation", "black humour", "disparagement" and "word play". Laughter results from references to shared "scripts" for student and lecturer behaviour, evaluations of outsiders who do not form part of the lecturer-student in-group, and the lecturers' efforts to forge group intimacy. It serves as a means of maintaining social order, building rapport, relieving tension, and modelling academic and professional identities. Comparisons of laughter episodes across cultures, however, suggest that references to conventional British lecturer and student scripts would be out of place in many non-British contexts. (Contains 5 tables.)

Previous studies of "the Chinese learner" have confounded the effects of culture and context or have used heterogeneous samples of students. In this study, 134 British students and 207 students from mainland China following 1-year postgraduate programmes at six British business schools completed the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). The two groups yielded the same factor structure on both instruments. There were no significant differences in their scores on the CEQ. On the RASI, the British students produced higher scores on deep approach and strategic approach. These differences could not be attributed to differences in response style. In short, when British and mainland Chinese students were compared within the same educational context, their perceptions and approaches to studying showed the same underlying constructs, but in the present context Chinese students were less likely to exhibit deep or strategic approaches to studying.

Three writing development initiatives carried out at King's College London UK are discussed in this article to illustrate the need to draw on different theoretical models to create effective methods of teaching academic writing. The sequence of initiatives resembles a journey: the destination is to develop academic writing programmes suitable for students from all backgrounds; the point of departure was the dominant institutional provision of extra-curricular "study skills" courses. The Academic Literacies model subsequently offered useful guidance for moving away from this provision towards discipline-embedded approaches. However, Academic Literacies could not easily be applied to instructional practice, because its preference for issues such as identity, power relations and institutional practices over text seemed to be at conflict with students' preferences. This finding led to a change in direction towards a genre-based approach to writing instruction. It is argued that the analysis of discipline-specific texts is the best starting point for teaching and learning of academic writing, and that students will be more willing to take a critical perspective when they are able to understand and control disciplinary discourses. (Contains 1 table.)

This article is based on quantitative and qualitative data that have been generated since 2009 on the study skills needs of early years practitioners working in England. The research has identified that developing information technology skills appears to be a particular professional development need for these practitioners. The practitioners are associated with six UK higher education institutions. The research data are from students and tutors associated with the Early Years Sector Endorsed Foundation Degree at these six higher education institutions. A main finding is that pedagogical practitioners in early years appear to lack confidence when they use information technology for learning and teaching activities with children aged up to eight years old. This suggests that there is a continuing professional development (CPD) need in this area of professional practice. The article's theoretical content considers the implications of Janet Hale's "curriculum mapping" by developing the argument that the current standards-driven approach to education in early years in the United Kingdom and beyond may not be ideal in supporting the CPD needs of these pedagogical practitioners. This is because standards-driven education does not appear to be facilitating the reflective practice that might enable effective CPD. (Contains 1 table.)

Student plagiarism and difficulties with writing have been widely investigated in the literature, but there has been less research on staff perspectives. A Joint Information Services Committee (JISC)-funded questionnaire (n = 80) and focus group study investigated the views of lecturers, librarians and study advisors at a UK post-92 university, looking at their perceptions of writing and plagiarism with a focus on first year undergraduates. The data reveal that staff in different roles employed contrasting discourses surrounding academic writing, the curriculum and the locus of responsibility for development. This paper will argue that the "literacies" perspective shown by support staff leads to a more distributed view of responsibility for plagiarism prevention. In contrast, a "study skills" paradigm as shown by lecturers views writing development as extracurricular and remedial, places a symbolic moral value on plagiarism as a signifier for falling standards. Implications for practice arising from the study are discussed. (Contains 1 note.)

This study aimed to evaluate the implementation of a same-year peer-assisted learning (PAL) scheme, introduced in the first year of an undergraduate degree. The students participated in voluntary timetabled PAL sessions which encouraged a cooperative approach through student-directed activities. An action research design was used, and evaluation at each stage led to subsequent modifications over three years of implementation. Evaluation showed that the majority of students agreed that PAL helped with social aspects of learning but not that PAL contributed to improved study skills or assignment preparation. Between stages 1 and 2 small yet significant improvements in satisfaction occurred, and these continued in stage 3 when clearer guidance was provided. Based on our experience, PAL may provide effective learning environments; however, those interested in implementing it should be warned that it is not an easy option, and students need help to structure sessions effectively. (Contains 1 table and 3 figures.)

In recent years the student population in the UK has grown considerably, and students are entering higher education with a more diverse range of qualifications and skills. This is particularly the case in post-1992 universities with a widening participation agenda, as these institutions have a larger share of students from non-traditional backgrounds. Universities therefore need to consider ways in which they can encourage achievement and success amongst a diverse population of students, many of whom enter higher education without the skills needed to study effectively. Within this article the authors consider the use of experiential learning tasks to facilitate the development of study skills, as it has been suggested that such tasks aid student learning and the acquisition of skills. The authors outline a Level 1 module, delivered to a large cohort of students at a post-1992 university in the United Kingdom, and designed to facilitate the development of study skills in a way that is consistent with Kolb's experiential learning cycle. Their small-scale and provisional examination of the first iteration of this module suggests that they have produced an initiative that encourages student engagement and facilitates learning in each of the four stages of Kolb's cycle. However, wider investigation is required to ascertain the effectiveness of the initiative in allowing student access to some of the key aims of higher education. (Contains 2 tables and 1 figure.)

Work at Northumbria University has focussed on activity that extends opportunities for students to engage directly with the skills development necessary for sound academic practice. This has included highly visual campaigns on the "Plagiarism trap", providing access to Turnitin plagiarism detection software, guides and sessions to highlight use of associated referencing tools. Sessions on a variety of topics, such as supporting study skills and reading originality reports, have been provided for students on taught, undergraduate and postgraduate programmes. This provision has included students working on collaborative partners' sites and also those on research programmes. Alongside the activities with students, "designing out" approaches have been embedded in staff development within the educator community at Northumbria. Formative use of Turnitin is integrated throughout programmes and academic practice development is formally recognised within the University Learning and Teaching Strategy's focus on information literacy. This article outlines and reviews these activities in a critical institutional context and evaluates responses from a variety of students and educators to determine how effective these measures have been.

This study investigated the relationships between role models, approaches to studying, and self-efficacy in students attending a high school specialising in educating those with emotional and behavioural difficulties (EBD, n = 30) and students attending a mainstream high school (n = 41) in the UK. Types and quantity of role models held by students were assessed using semi-structured interviews. Approaches to studying and self-efficacy were measured using the Approaches and Study Skills Inventory for Students and the General Self-Efficacy Scale, respectively. In the EBD sample, the quantity of personally known role models correlated positively with deep and strategic approaches to studying, while quantity of media role models correlated negatively with a deep approach to studying and general self-efficacy. In the mainstream sample, no association was found between quantity of role models, on the one hand, and approaches to studying and self-efficacy, on the other hand. The findings suggest that EBD students would benefit from direct exposure to more interpersonal role models, which would further their chances of selecting and assimilating adaptive attitudes and behaviours. (Contains 2 tables.)

Purpose: The purpose of this paper is to explore the relevance of three different types of styles measure for students' learning in a large introductory university course in psychology, using information technology to enhance teaching. The paper examines the relationship between styles, the usage of learning technology, and academic performance in this course. Design/methodology/approach: Styles are measured using approaches to learning, thinking styles, and cognitive styles. The usage of the online material is measured by considering both time spent on the resources and the amount of material viewed (pages and hits) as well as tools used. Findings: The findings are that the academic performance of students who used the online resources is significantly higher than those who either choose to not use the online materials at all or choose to use to the materials to a lesser extent. It is determined that the measure of approaches to learning (approaches and study skills inventory for students) is the stronger predictor for successful use of the material. Research limitations/implications: Using a reasonably sized sample in an ecologically valid context offered the opportunity to put styles into context and to consider the practical use of styles. This research is limited by the context and the particular sample. It is also difficult to completely exclude the fact that students using the extra material are generally more motivated and would have obtained better grades even without the resources. Originality/value: This paper offers further evidence for the relations between different measures of styles and evaluates the effects that styles might have on usage of online material and academic performance. (Contains 2 figures, 1 table and 1 note.)

While the most common type of student entering higher education falls within the 17-19-year-old age group, universities in the UK are keen to accept other categories of students onto programmes as a means of increasing diversity and maintaining student numbers in the latter portion of a programme. One such category is those students who enter a programme directly into the second or third year through informal articulation agreements between institutions and the recognition and granting of credit for previous studies or experience. This article examines the expectations of a cohort of students entering directly into the second and third year of an undergraduate degree in the business school of a Scottish university. This study identified a range of learning, personal and working issues amongst this group of students. Academic concerns included the ability to cope with a higher academic level, time management, assessments and study skills. Personal issues focused on coping with existing responsibilities and achieving an appropriate work/life balance. This article identifies the need to develop such students' academic self-confidence in the early stages of their time at university and indicates that this group of students has specific needs and requires additional institutional support. (Contains 1 table and 2 figures.)

Purpose: The purpose of this research is to examine the influences of certain factors that helped determine students assessments of the usefulness of a higher education orientation unit (HEOU) in a large post-1992 university. Design/methodology/approach: All students in a university business studies department who had completed or were near to completing a compulsory one-semester HEOU were asked to fill in a questionnaire that explored specific personal characteristics that a review of prior academic literature had identified as potentially relevant to the explanation of how well or badly students respond to a HEOU. The outcomes were then related to the participants' views on the overall value of the unit and whether their attendance had led to improved academic performance. Findings: Students who claimed that they had obtained the greatest advantages from the HEOU tended to be "academic" individuals who were highly committed to being a student, intrinsically motivated to study, high in academic self-concept, academically able, and prior to their entry to the institution had been well-prepared for university life. This was not necessarily the profile of the students that the unit had been designed to assist. Research limitations/implications: Data on key variables was (necessarily) self-reported. The investigation took place in a single institution and in a particular subject area. Also the students who filled in the questionnaire were, "ipso facto," "survivors" and as such may not have been typical of students who had dropped out. Practical implications: The outcomes to the study imply that "one size fits all" approaches to the design of study skills units might not be appropriate. Rather, specially constructed units may be needed to cater for the academically ill-prepared. Originality/value: At the time the research was conducted this was the first major empirical study to have related students' perceptions of the usefulness of an HEOU to their backgrounds, traits, and other personal characteristics. (Contains 1 figure, 2 tables and 3 notes.)

The grades attained by students studying biological science at level 1, at Liverpool John Moores University, UK, were examined between the academic years 2003/04 - 2005/06. The marks attained in the study skills module, and the mean level 1 mark (number of modules, n = 10) were also analysed. The data were divided into two groups: those relating to students who had come from A-levels and those for students who had studied for a foundation degree at John Moores University the previous year. Analysis of study skills marks and mean module marks for level 1 revealed that study skills marks were positively correlated with mean module marks. There was a difference between marks obtained by A-level students, and those obtained by foundation degree students. This suggested that a strong set of key skills such as communication, literacy and numeracy, helps students obtain higher grades, possibly because the foundation degree students have had longer to develop these skills. (Contains 3 figures and 1 table.)

Recent interest in ways of assessing the performance and "value-added" aspects of higher education and how universities can enhance graduate employability skills has prompted this study into the acquisition of National Governing Body Award (NGBA) qualifications by students on a UK outdoor education degree programme. Students' age, gender, academic and NGBA qualifications, short-term and long-term goals on entry and after each year of study were compiled for students on the BSc (Hons) Outdoor and Environmental Education course at Liverpool John Moores University (n = 151 students from five cohorts, 1998-2002). Some 78% of entrants held at least one NGBA with 36%, 9% and 2% holding [greater than or equal to] 5, [greater than or equal to] 10 and [greater than or equal to] 15 NGBAs, respectively, and 100% of graduates held at least one NGBA with 57%, 35% and 8% holding [greater than or equal to] 5, [greater than or equal to] 10 and [greater than or equal to] 15 NGBAs, respectively. Students with non-A-level entry held more NGBAs than students who entered with A-levels but A-level entry students gained NGBAs at a faster rate than those without A-levels. There was no clear relationship between students' age and either the number of NGBAs held on entry, or the number gained during the programme. There was a weak inverse relationship between the number of NGBAs that students held on entry and the number gained while on the programme. The data offer virtually no evidence that the pursuit and acquisition of NGBAs' impacts on students' academic achievement as measured by the class of degree that they are awarded. Comparisons of A-level entry points with final degree class showed surprisingly similar distributions in all classes except for first class awards, where students with A-level entry performed twice as well. Males held a significantly greater number of NGBAs on entry than females (mean of 4.8 compared to 2.9) but once on the programme, the achievements of males and females are equal. Analysis of 57 students' short-term and long-term goals showed that 74% and 72% of students specifically stated their intention to achieve NGBAs in their short-term and long-term goals, respectively, with 50% fully achieving their short-term goals by the end of the programme. Students who are good at setting achievable goals and have well-developed time management and study skills are more likely to be successful in courses such as this, which are demanding, require a lot of hours outside the formal class contact time, and require high level decision-making skills to be able to manage successfully conflicts in time and resources. (Contains 8 tables and 2 figures.)

A 13-year-old male adolescent with dyslexia was studied to examine how holistic approaches to intervention can foster academic achievement and emotional well-being. Findings suggest that appropriate strategies can empower learners and raise standards and highlight the importance of teacher empathy in enhancing the quality of the learning environment. This is best achieved through collaborative practice and whole-school systemic work. As a follow-up, a convenience sample of 25 dyslexic adolescents was surveyed to examine perceptions of being dyslexic and evaluations of the learning environment. Results indicated that although study skills are being taught, teachers may lack approachability and empathy. Findings are discussed in the context of the role of teachers in promoting student engagement and enhancing self-efficacy. Strategies are suggested for empowering learners, promoting self-esteem, and modifying the learning environment to provide student-centered, affective, and social-academic pathways. (Contains 1 table.)

This article reports a project designed to foster first-year music students' academic study skills and to investigate their expectations and experiences of starting at university. Data gathered through questionnaires, diaries and in-class tasks reveal the change in learning strategies and musical identity the students experience in their first semester of the music degree course. Academic work and anxieties about workload and assessment challenge the focus on performing which has previously been the students' main source of musical involvement, necessitating a redefinition of what it means to be musically successful. These findings are discussed in the broader context of musicians' life-span development, and the article concludes with some implications for practice in higher education and beyond. (Contains 2 tables.)

This paper describes an exploratory, qualitative study of the motivational issues associated with project work--a method intended to help encourage independent learning skills. The population studied were United Kingdom secondary school students who attended a state-funded comprehensive school in Derbyshire. The study chose to explore why students, generally, did not engage in the project process and to determine those factors that either motivated or demotivated them during this process. Questionnaires were completed by 26 Year 7 (11-12 year old) students and 10 Year 13 (17-18 year old) students. Interviews were conducted with six Year 7s and 10 Year 13 students. In addition six Year 7 students were involved in a focus group and nine Year 13 students in a separate focus group. Different methods, as well as previous research, enabled triangulation of the data and indicated the validity of the findings. Aspects of the students' experience when undertaking a piece of research were found to be demotivating. In general students did not have a clear understanding of the different elements of information literacy. The majority considered that their information skills were not well developed and they were not confident of completing the research process successfully. Specific factors that had significant impact on the students' motivation included choice of topic, the amount of group work, the level of support and feedback during the process and the study environment. It was also found, in this case study, that educators did not utilize Library and Information Science (LIS) information literacy/information behaviour models or knowledge to teach and support project work. Nor was there any recognition of the attitudes and skills or motivational issues associated with the stages of the project process. This was in contrast to the teaching in school of data analysis and handling, using information and communication technology (ICT), during subject-based project work where there seems to be a more cohesive approach. Based on these findings recommendations for improving the project process and the learning experience are given. (Contains 2 figures.)

The ability of students to plagiarise coursework assessments has been a topic of much debate in recent years. The consequences of plagiarism for students may be devastating, since their failure to learn and use appropriate study skills will affect both their university experience and their subsequent career. This project set out to investigate students' perceptions of what constitutes plagiarism. A scenario-based questionnaire was given to undergraduate bioscience students from Level 0, that is, Foundation level, to Level 3. Analysis of the completed questionnaires showed student uncertainty about several aspects of plagiarism, including downloading of material from the Internet. Students were unclear about the distinctions between collusion, plagiarism and permissible group work. Thus, despite the media attention given to plagiarism, students are not always aware of the boundaries between plagiarism and acceptable practice. Since the penalties for plagiarising may be severe, it is essential that guidelines are provided early in the programme. A case-study approach is more likely to engage the students than issuing them with a set of penalties should they be caught. As a result of these findings guidelines have been produced, aimed at addressing misconceptions. Future work is planned to adapt the exercise to an interactive format within a managed learning environment. (Contains 10 figures and 1 table.)

Trust and collective learning are useful features that are enabled by effective collaborative leadership of e-learning projects across higher and further education (HE/FE) institutions promoting lifelong learning. These features contribute effectively to the development of design for learning in communities of e-learning practice. For this, reflexivity, good leadership and the capacity to engage in innovation is crucial to team performance. This paper outlines a serendipitously useful combination of innovative models of collaboration emerging from two 2005-06 UK e-learning pilots: the Joint Information Systems Committee (JISC) e-Learning Independent Study Award (eLISA) and JISC infoNet Collaborative Approaches to the Management of e-Learning (CAMEL) projects. The JISC-funded eLISA Distributed e-Learning (DeL) project set up a collaborative partnership among teachers to try out LAMS and Moodle using study skills in e-learning. Simultaneously, the JISC infoNet CAMEL project developed a model of collaborative approaches to e-learning leadership and management across four UK HE/FE institutions. This paper proposes two new theoretical collaborative team leadership and operational models for e-learning projects, including indices of trust, reflexivity and shared procedural knowledge, recommending that these models are further developed in future communities of e-learning practice in institutions promoting lifelong learning.

This paper argues that the widespread approach to enhancing student learning through separate study skills courses is ineffective, and that the term "study skills" itself has misleading implications, which are counterproductive to learning. The main argument is that learning how to study effectively at university cannot be separated from subject content and the process of learning. The role of "study skills" within universities' skills frameworks, and as a component of students' long-term development is discussed. Then, it is examined, with a focus on academic writing, what learning at university entails, and what is needed to support this learning. Finally, effective approaches to the enhancement of learning at university and beyond are considered. (Contains 3 tables.)

This article presents findings from a questionnaire survey of 136 male students, 62 with dyslexia and 74 without dyslexia, from 17 British higher education institutions. The students with dyslexia reported difficulties with a wide range of skills and academic tasks, notably note taking, organization of essays and expressing ideas in writing. They reported that their difficulties were long-standing and had been experienced in primary and secondary school, although the pattern of these difficulties changed over time. They reported making use of resources available to them, including additional time for examinations, access to dyslexia tutors and support with information technology. However, there are indications of unmet needs in several areas, notably support for specific subjects and with organizing coursework, learning in lectures, and academic writing skills. The implications of these findings for provision for students with dyslexia are discussed. (Contains 4 tables.)