The DOI matches its Crossref record.
Discipline-based study skills support for first-year undergraduate students.
Abstract
Universities are expected to align their programmes with the new Quality Assurance Agency National Qualifications framework by the start of the academic year 2003–2004 (QAA 01). QAA have identified a number of ‘intellect’ and ‘transferable’ skills in their guidelines, which they regard as essential to develop atall levels of higher education. They define ‘intellect’ skills as including analysis, synthesis, evaluation and problem-solving. Transferable skills include communication (oral and written), teamwork, research skills, etc. This article argues that these skills can be developed through study skills support and considers the potential benefits of different approaches to academic study skills support for undergraduate students.
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“studies point out that learning how to study effectively cannot be separated from course contents and the process of learning (Weinstein et al., 2000; Durkin and Main, 2002; Wingate, 2007).”
From How Study Environments Foster Academic Procrastination: Overview and Recommendations (2020) · cites this paper as Durkin and Main, 2002
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No references could be resolved yet.
Research works printed but not linked: 14
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- BUTTON, B. L., 1990, Explorations in Peer Tutoring, 110
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- METCALFE, R., 1992, Aspects of Educational and Training Technology XXV: Developing and Measuring Competence, 42
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Cited by
Sorted by citations
A framework for transition: supporting ‘learning to learn’ in higher education.
Wingate, U. (2007) · Higher Education Quarterly · doi:10.1111/j.1468-2273.2007.00361.x · Cited by 275
How Study Environments Foster Academic Procrastination: Overview and Recommendations
Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.540910 · Cited by 159
“Moreover, studies point out that learning how to study effectively cannot be separated from course contents and the process of learning (Weinstein et al., 2000; Durkin and Main, 2002; Wingate, 2007).”
Metadata
- Authors
- Durkin, K., & Main, A.
- Affiliations
- Bournemouth University (GB)
- Venue
- Active Learning in Higher Education
- Publisher
- SAGE Publications
- Published
- 2002-03
- Volume
- 3
- Issue
- 1
- Pages
- 24-39
- ISSN
- 1469-7874 (ISSN-L)
- 1741-2625
- OpenAlex
- W2016423684
- Cited by
- 134
- References
- 0
- Citations by year
- 2025: 3 · 2024: 4 · 2023: 3 · 2022: 2 · 2021: 2 · 2020: 6 · 2019: 4 · 2018: 6 · 2017: 13 · 2016: 4 · 2015: 2 · 2014: 7 · 2013: 12 · 2012: 17
- FWCI
- 14.21
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Active Learning in Higher Education (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education Research Studies
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Teaching and Evaluation
- Keywords
- first-year students, transferable skills, academic skills development, problem solving, communication skills, teamwork, research skills
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