Encouraging the development of higher-level study skills using an experiential learning framework

Integration of RPG use and ELC foundation to examine students’ learning for practice

“…First, regarding the issue of the ELC as a pedagogical theoretical foundation, this study extends the application of the academic field to the information systems field (software engineering course) compared with previous studies, which applied it in engineering or sport education (Abdulwahed & Nagy, 2009;Groves et al, 2013). More importantly, the results of this study present the major activities of the four stages in the ELC with a simulated project assessment of software development in the real word.…”

“…This information serves as an aid to help learners with problem solving and can stimulate learners to learn more effectively. During this learning process, they can systematically reflect on their own experience and develop their study skills (Groves et al, 2013). The supplementary information need not be the main learning goal, but can be related to the main purpose.…”

“…This model is implemented using modern teaching technologies and a combination of remote, virtual, and handson laboratory sessions for teaching in the undergraduate process control laboratory. For sport education, Groves, Leflay, Smith, Bowd, and Barber (2013) used experiential learning tasks to facilitate the development of study skills (i.e., referencing, effective reading and gathering information) that are essential for promoting effective study. Via a focus group interview, they evaluated a module, entitled 'Sport and Deviance', delivered to sports students at a post-1992 university in the UK.…”

From Research Methods to Methodical Researcher: Making Use of the Student Voice Towards a More Comprehensive Module Evaluation

“…For instance, a range of undergraduate university courses offers study skills programmes in their first years, where students are familiarised with academic writing, referencing, or team work -skills that have direct relevance for subsequent university work and where foundational success would therefore be crucial (see e.g. Coughlan & Swift, 2011;Elander, 2003;Groves, Leflay, Smith, Bowd, & Barber, 2013;Rees & Wilkinson, 2008). In such cases it may therefore be similarly suitable to make use of feedback from students in their second or final year to gain a fuller module evaluation picture.…”

Growing Future Planners

“…Fischler (2012) refers to this as "active learning" in which students organize their own work and share responsibility for choosing the right analytical tools and project outcomes. An "epistemological shift" occurs as students integrate classroom learning with real-life experience through reflective practice and critically examine ideas, the meaning they attach to space or concepts, and move to question and contribute to solving issues (Groves et al 2013). It involves student development of higher order generic skills (Barraket et al 2009).…”