A study skills action plan: Integrating self-regulated learning in a diverse higher education context

Bridging Transcultural Divides: Asian Languages and Cultures in Global Higher Education

Volumn , Issue , 2012, Pages 101-130

  Enomoto, Kayoko ^a  

^a UNIVERSITY OF ADELAIDE   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84924619983     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1017/UPO9781922064318.006     Document Type: Chapter

References (48)

1. Åkerlind, G 2005, ‘Variation and commonality in phenomenographic research methods’, Higher Education Research & Development, vol. 24 no. 4, pp. 321–334.
2. Biggs, JB 1989, ‘Approaches to the enhancement of tertiary teaching’, Higher Education Research and Development, vol. 8, pp. 7–25.
3. Biggs, JB 1999, ‘What the student does: teaching for enhanced learning’, Higher Education Research and Development, vol. 18 no. 1, pp. 57–75.
4. Butler, DL & Winne, PH 1995, ‘Feedback and self-regulated learning: a theoretical synthesis’, Review of Educational Research, vol. 65, pp. 245–281.
5. Case, J & Gunstone, R 2003, ‘Approaches to learning in a second year Chemical Engineering course’, International Journal of Science Education, vol. 25, pp. 1–19.
6. Cheek, GD & Campbell, C 1994, ‘Help them use what they learn’, Adult Learning, vol. 5 no. 4, pp. 27–28.
7. Connell, J 2003, ‘Orientation for adult learners in problem-based learning’, Australian Journal of Adult Learning, vol. 43 no. 1, pp. 85–100.
8. Crisp, B 2007, ‘Is it worth the effort? How feedback influences students’ subsequent submission of assessable work’, Assessment & Evaluation in Higher Education, vol. 32 no. 5, pp. 571–581.
9. Crosling, G, Heagney, M & Thomas, L 2009, ‘Improving student retention in higher education’, Australian Universities’ Review, vol. 51 no. 2, pp. 9–18.
10. Department of Education, Employment and Workplace Relations (DEEWR) 2008, Good practice principles for English Language proficiency for internationals Students in Australian universities — Final report, viewed 28 September 2011, .
11. Duncan, N 2007, ‘“Feed forward”: improving students’ use of tutors’ comments’, Assessment & Evaluation in Higher Education, vol. 32 no. 2, pp. 271–283.
12. Enomoto, K 2011, ‘Fostering high quality learning through a scaffolded curriculum’, in C Nygaard, N Courtney & C Holtham (eds), Beyond transmission: innovations in university teaching, Libri Publishing, Faringdon, Oxon, pp. 167–184.
13. Entwistle, N 1991, ‘Approaches to learning and perceptions of the learning environment’, Higher Education, vol. 22, pp. 20–204.
14. Entwistle, N 1997, ‘Reconstituting approaches to learning: a response to Webb’, Higher Education, vol. 33, pp. 213–218.
15. Entwistle, N 2009, Teaching for understanding at university: deep approaches and distinctive ways of thinking, Palgrave Macmillan, Basingstoke, Hants.
16. Furnborough, C & Truman, M 2009, ‘Adult beginner distance language learner perceptions and use of assignment feedback’, Distance Education, vol. 30 no. 3, pp. 399–418.
17. Gustafsson, C & Fagerberg, I 2004, ‘Reflection, the way to professional development?’, Journal of Clinical Nursing, vol. 13, pp. 271–280.
18. Haggis, T 2003, ‘Constructing images of ourselves? A critical investigation into ‘approaches to learning’ research in higher education’, British Educational Research Journal, vol. 29 no. 1, pp. 89–104.
19. Hounsell, D, McCune, V, Hounsell, J & Litjens, J 2008, ‘The quality of guidance and feedback to students’, Higher Education Research & Development, vol. 27 no.1, pp. 55–67.
20. Johnson, M 2008, ‘An investigation into pedagogical challenges facing international tertiary-level students in New Zealand’, Higher Education Research & Development, vol. 27 no. 3, pp. 231–243.
21. Kember, D & Leung, D 1998, ‘Influences upon students’ perceptions of workload’, Educational Psychology, vol. 22, pp. 293–307.
22. Krause, K & Coates, H 2008, ‘Students’ engagement in first-year university’, Assessment and Education in Higher Education, vol. 33 no. 5, pp. 493–505.
23. Krause, K, Hartley, R, James, R & McInnis, C 2005, The first year experience in Australian universities: findings from a decade of national studies. DEST, Canberra, ACT.
24. Lambert, WE 1991, ‘Pros, cons, and limits to quantitative approaches in foreign language acquisition research’, in K de Bot, RB Ginsberg & C Kramsch (eds), Foreign language research in cross-cultural perspective, John Benjamins, Amsterdam, pp. 53–71.
25. Leggett, M, Kinnear, A, Boyce, M & Bennett, I 2004, ‘Student and staff perceptions of the importance of generic skills in Science’, Higher Education Research & Development, vol. 23 no. 3, pp. 295–312.
26. Leveson, L 2000, ‘Disparities in perceptions of generic skills: academics and employers’, Industry and Higher Education, vol.14, pp. 157–164.
27. Lizzio, A, Wilson, KL & Simons, R 2002, ‘University students’ perceptions of the learning environment and academic outcomes: implications for theory and practice’, Studies in Higher Education, vol. 27 no. 1, pp. 27–52.
28. Long, M, Ferrier, F & Heagney, M 2006, Stay, play or give it away? Students continuing, changing or leaving university study in their first year, ACER, Monash University Press, Clayton, Vic.
29. Malcolm, J & Zukas, M 2001, ‘Bridging pedagogic gaps: conceptual discontinuities in higher education’, Teaching in Higher Education, vol. 6, pp. 33–42.
30. McInnis, C, James, R & Hartley, R 2000, Trends in the first year experience in Australian universities, AGPS, Canberra, ACT.
31. Nicol, DJ & MacFarlane-Dick, D 2006, ‘Formative assessment and self-regulated learning: a model and seven principles of food feedback practice’, Studies in Higher Education, vol. 31 no. 2, pp. 199–218.
32. Niemi, PM 1997, ‘Medical students’ professional identity: self-reflection during the preclinical years’, Medical Education, vol. 31 no. 6, pp. 408–415.
33. Pintrich, PR 2000, ‘The role of goal orientation in self-regulated learning’, in M Boekaerts, PR Pintrich & M Zeidner (eds), Handbook of self-regulation, Academic Press, San Diego, pp. 451–502.
34. Pintrich, PR, & Zusho, A 2002, ‘The development of academic self-regulation: the role of cognitive and motivational factors’, in A Wigfield & JS Eccles (eds), Development of Achievement Motivation, Academic Press, San Diego, CA, pp. 249–284.
35. Race, P 2001, The lecturer's tool kit: a practical guide to learning, teaching & assessment(2nd ed.), Kogan Page, London.
36. Roberts, M 2009, ‘Assessment and diversity: a collaborative project between academic staff and learning support staff’, viewed 4 April 2010, .
37. Säljö, R 1996, ‘Minding action — conceiving of the world versus participating in cultural practices’, in G Dall’Alba & B Hasselgren (eds), Reflections on phenomenography—towards a methodology?, Acta Universtatis Gothoburgensis, Gothenberg, Sweden, pp. 19–33.
38. Schunk, DH & Zimmerman, BJ 1994, Self-regulation of learning and performance: issues and educational applications, Laurence Erlbaum, NJ.
39. Selby, S 2007, ‘A pilot study investigating the use of action planning statements in tutoring clinical skills to second year medical students’, The Journal of the Education Research Group of Adelaide (ERGO), vol. 1 no. 1, pp. 7–14.
40. Sumison, J & Goodfellow, J 2004, ‘Identifying generic skills through curriculum mapping: a critical evaluation’, Higher Education Research and Development, vol. 23 no. 3, pp. 329–346.
41. Trigwell, K & Prosser, M 1991a, ‘Improving the quality of student learning: the influence of learning context and student approaches to learning on learning outcomes’, Higher Education, vol. 22, pp. 251–266.
42. Trigwell, K & Prosser, M 1991b, ‘Relating approaches to study and quality of learning outcomes at the course level’, British Journal of Educational Psychology, vol. 61, pp. 265–275.
43. Warner R 2010, ‘Giving feedback on assignment writing to international students — the integration of voice and writing tools’, in WM Chan, KN Chin, M Nagami & T Suthiwan (eds), Media in foreign language teaching and learning, Centre for Language Studies, National University of Singapore, Singapore, pp. 355–381.
44. Webb, G 1997, ‘Deconstructing deep and surface: towards a critique of phenomenography’, Higher Education, vol. 33, pp. 195–212.
45. Wilson, KL & Fowler, J 2005, ‘Assessing the impact of learning environments on students’ approaches to learning’, Assessment and Evaluation in Higher Education, vol. 30 no. 1, pp. 85–99.
46. Wilson, KL, Lizzio, A & Ramsden, P 1997, ‘The development, validation and application of the Course Experience Questionnaire’, Studies in Higher Education, vol. 22, pp. 33–53.
47. Wingate, U 2006, ‘Doing away with “study skills”’, Teaching in Higher Education, vol. 11 no.4, pp. 457–469.
48. Zimmerman, BJ & Schunk, DH 2001, Self-regulated learning and academic achievement: theoretical perspectives, Laurence Erlbaum, NJ.