Abstract:
This paper reports on an action research project at Edith Cowan University, which explores the difficulties some distance students experience in understanding and meeting the academic expectations of tertiary study. Students were surveyed to obtain information about their confidence in academic study, if, and where they had sought help with their skills, and the nature of their perceived difficulties.
In addition, academic staff were questioned about their perceptions of students' study problems. A checklist of problem areas was compiled and was given to another sample of academic staff who rated each item for importance in the context of developing study skills material for distance learners. Eight broad areas of concern in academic study were also identified and ranked.
The results indicated that more than half of the students sampled lacked confidence in their study skills. Few students sought assistance. The most common issues raised by students were related to assignment writing, time management and effective reading. Academic staff identified 37 key study issues. Rank ordering of the broad areas showed assignment writing, becoming independent learners, effective research and time management as the most important aspects for inclusion in study skills materials.
Further research is planned to clarify and elaborate the issues raised, both in relation to Edith Cowan University students and in the wider context of tertiary distance study. A range of possible study support strategies will be investigated, developed and implemented.
In addition, academic staff were questioned about their perceptions of students' study problems. A checklist of problem areas was compiled and was given to another sample of academic staff who rated each item for importance in the context of developing study skills material for distance learners. Eight broad areas of concern in academic study were also identified and ranked.
The results indicated that more than half of the students sampled lacked confidence in their study skills. Few students sought assistance. The most common issues raised by students were related to assignment writing, time management and effective reading. Academic staff identified 37 key study issues. Rank ordering of the broad areas showed assignment writing, becoming independent learners, effective research and time management as the most important aspects for inclusion in study skills materials.
Further research is planned to clarify and elaborate the issues raised, both in relation to Edith Cowan University students and in the wider context of tertiary distance study. A range of possible study support strategies will be investigated, developed and implemented.