Making a case for behaviour based learning strategies in supporting students' academic performance

The aim of this article is to raise the profile of time and resource management interventions, not just as part of the delivery of Student Learning Development Services but as a core strategy, supported with interventions and resources that can be systematically evaluated, to help students (both un...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Maeve Ann Gallagher, Niamh Flynn
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2013
Materias:	Self-regulated learning behavioural strategies Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/1b21bd72ce454c12ab568a01387dbde7
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:1b21bd72ce454c12ab568a01387dbde7
record_format	dspace
spelling	oai:doaj.org-article:1b21bd72ce454c12ab568a01387dbde72021-11-29T14:03:53ZMaking a case for behaviour based learning strategies in supporting students' academic performance10.47408/jldhe.v0i6.2151759-667Xhttps://doaj.org/article/1b21bd72ce454c12ab568a01387dbde72013-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/215https://doaj.org/toc/1759-667X The aim of this article is to raise the profile of time and resource management interventions, not just as part of the delivery of Student Learning Development Services but as a core strategy, supported with interventions and resources that can be systematically evaluated, to help students (both undergraduate and postgraduate) maximise academic and employment potential. This opinion piece puts forward a case for Student Learning Development practitioners to design and deliver interventions aimed at improving students' self-regulated learning skills. The case is illustrated by examples from research on self-regulated learning (e.g. Pintrich, 2004) and from reports on graduate employment figures (e.g. OECD Heckmann, 2013) and employers' perceptions of graduates' employability skills (e.g. Council for Industry and Higher Education, Archer and Davison, 2008). There are also examples of interventions delivered by the Student Learning Development Service, Trinity College Dublin Ireland to help students improve self-efficacy and time management skills. The aim of this opinion piece is to stimulate discussion and ideas as to how educationalists and, in particular, professionals working in Student Learning Development Services in third level environments, can help students to develop these behavioural skills to enhance both their academic and employment potential. Maeve Ann GallagherNiamh FlynnAssociation for Learning Development in Higher Education (ALDinHE)articleSelf-regulated learningbehavioural strategiesTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 6 (2013)
institution	DOAJ
collection	DOAJ
language	EN
topic	Self-regulated learning behavioural strategies Theory and practice of education LB5-3640
spellingShingle	Self-regulated learning behavioural strategies Theory and practice of education LB5-3640 Maeve Ann Gallagher Niamh Flynn Making a case for behaviour based learning strategies in supporting students' academic performance
description	The aim of this article is to raise the profile of time and resource management interventions, not just as part of the delivery of Student Learning Development Services but as a core strategy, supported with interventions and resources that can be systematically evaluated, to help students (both undergraduate and postgraduate) maximise academic and employment potential. This opinion piece puts forward a case for Student Learning Development practitioners to design and deliver interventions aimed at improving students' self-regulated learning skills. The case is illustrated by examples from research on self-regulated learning (e.g. Pintrich, 2004) and from reports on graduate employment figures (e.g. OECD Heckmann, 2013) and employers' perceptions of graduates' employability skills (e.g. Council for Industry and Higher Education, Archer and Davison, 2008). There are also examples of interventions delivered by the Student Learning Development Service, Trinity College Dublin Ireland to help students improve self-efficacy and time management skills. The aim of this opinion piece is to stimulate discussion and ideas as to how educationalists and, in particular, professionals working in Student Learning Development Services in third level environments, can help students to develop these behavioural skills to enhance both their academic and employment potential.
format	article
author	Maeve Ann Gallagher Niamh Flynn
author_facet	Maeve Ann Gallagher Niamh Flynn
author_sort	Maeve Ann Gallagher
title	Making a case for behaviour based learning strategies in supporting students' academic performance
title_short	Making a case for behaviour based learning strategies in supporting students' academic performance
title_full	Making a case for behaviour based learning strategies in supporting students' academic performance
title_fullStr	Making a case for behaviour based learning strategies in supporting students' academic performance
title_full_unstemmed	Making a case for behaviour based learning strategies in supporting students' academic performance
title_sort	making a case for behaviour based learning strategies in supporting students' academic performance
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2013
url	https://doaj.org/article/1b21bd72ce454c12ab568a01387dbde7
work_keys_str_mv	AT maeveanngallagher makingacaseforbehaviourbasedlearningstrategiesinsupportingstudentsacademicperformance AT niamhflynn makingacaseforbehaviourbasedlearningstrategiesinsupportingstudentsacademicperformance
_version_	1718407268668538880

Making a case for behaviour based learning strategies in supporting students' academic performance

Ejemplares similares