Study skills are essential to the learning experience. Acquiring them can boost motivation, reduce anxiety and improve the ability to process and develop knowledge. The shift from conventional classroom environments to remote learning has necessitated adaptable ways of supporting learners and so it has required new ways of supporting skills development for the learner to achieve the same goals in virtual learning settings as in a classroom environment.
Much of the research on learner motivation observes intrinsic and extrinsic factors that can be addressed through control mechanisms. These can alleviate issues around retention and learner withdrawal. Models used for learner motivation indicators are a good tool to determine what stands in the learner’s way where motivation is concerned and how the latter can be affected by the lack of or inadequacy in study skills. When learners find themselves in a virtual/ remote environment, a number of considerations surfaces in relation to study skills:
The questions and possibilities are endless, but this blog will focus on three key determiners linked to motivation and study skills:
Packham et al. (2004) identify a working mechanism that can be utilised to assess the learner’s readiness and study skills gaps based on intrinsic, extrinsic and control mechanisms. Their research is concerned with insufficient academic and study skills that affect retention, achievement and withdrawals by employing a comparative framework that relates quality and control mechanisms to intrinsic and extrinsic barriers. In other words, if the control mechanism is efficient, we can understand the influence of these barriers on retention. In the same way, we can use a similar mechanism to respond to gaps in study skills for the FET learner (see figure 1) and relate them to the learner experience.
Figure 1: Example of learner motivation indicators (Packham et al., 2004 p.341)
Questions to think about:
The mechanism used by Packham et al. (2004) applies to a different setting and slightly differing goals (motivation and commitment) but is similar to the current remote learning construct in FET in that it seeks to answer questions relating to skills, motivation, internal and external factors. An adaptation of a similar mechanism can determine the skills learners lack in VLEs. It can help tease out the type of skills providers need to help learners develop, which would reflect on resources and supports available to the learner.
The topic of digital and information literacy is a wide and multifaceted; it is perhaps best discussed in a separate blog. Nonetheless, identifying the level of digital and information literacy early on in the FET programme can help pinpoint the learner’s needs in study skills. For instance, learners who may be comfortable using technology and social media may not be familiar with programmes used for remote lessons or may need support in the purposeful use of online media and resources. To unpack needs and knowledge required for a positive learning experience, study skills can be approached through key useful strategies in the early stages of a programme.
Recruitment procedures: A recruitment process can determine the suitability of programmes for learners and existing and required learner supports and the technical and academic supports and resources needed.
Learner profiles: Enrolment and recruitment screening can be a good tool for forming a profile of the learner or cohort, which helps to identify the study skills learners require, including academic skills, such as reading strategies, note-taking and interpersonal skills, organisational skills and learning strategies.
Study skills identifiers and self-assessment: Many providers use study skills checklists during the enrolment phase to help learners consider their strengths and needs (See this blog by Educationcorner, for example). Other providers run study skills preparatory sessions, courses or events to prepare learners for the demands of their new learning environments (See this list of study skills courses by Futurelearn).
The core message in this blog is that learning in remote settings itself requires ‘learning how to learn’. The role of being a learner can be supported through self-directed processes and emphasis on the fact that learning is itself a skill that needs to be nurtured. Before addressing the subject of study skills, however, it is important to look at structures and processes that identify what study skills are required under the ‘learning to learn’ paradigm.
The resources below apply to learner supports and engagement but are equally beneficial to support study skills needs and the collation of a resource bank for learners and practitioners.
Must-Have Gear for Remote Learning
Beginner tools for remote teaching and virtual instruction (Internet Archive)
Quality Assurance in Blended Learning - a Quality Framework
Synchronous vs. asynchronous learning
Learning Management Systems with Blended Learning Support
Shared devices that can be factored in quality processes and oversight planning in the ETB’s blended learning or online programme policy, demonstrating:
Using Shared Devices in the Classroom:
How to see all your students while Presenting in Google Meet using two screens
Consistency in using the same platform across the college/ centre to ensures teachers and learners can develop the skills and knowledge required for the same platform or VLE space. This also makes the teaching and acquiring of new skills more manageable for the learner and practitioner.
30+ Virtual Learning Platforms and Tools for Teachers and Kids
Many providers are using Microsoft Teams as a reliable platform for delivering classes, storing content and the use of integrated administrative and learning Apps.
How to Teach Online with Microsoft Teams - A Guide for Teachers
How to add Poll to Microsoft Teams Meeting
8 Ideas Designed to Engage Students In Active Learning Online
7 Tips for Increasing Student Engagement in Online Courses
Tips for gamification, social learning, feedback and assessment
Strategies to Support Some of Our Most Vulnerable Students Through Distance Learning
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