Journal article
Enhancing self-directed learning through a content quiz group learning assignment
Active Learning in Higher Education, Vol.14(1), pp.9-22
2013
Abstract
This article presents the findings of an empirical study that examined the learning value of a novel group assessment activity aimed at promoting first-year students 19 development of basic self-directed learning skills required for university study. A content quiz group learning assignment was designed to enhance students 19 capacity to ask appropriate questions to guide their enquiry, identify appropriate resources and tools, and draw links between different learning resources, all skills embedded within their learning in a science unit. Questionnaire data and written reflections revealed the extent to which students used core, accessory and optional resources to complete this assignment, which specific resources were perceived as most useful for what aspects of their content learning, and how strategy use was related to achievement. Metacognitive experiences expressed in the open questions and assessed reflections revealed students 19 emerging awareness of how their approach to study impacted on the quality of their learning.
Details
- Title
- Enhancing self-directed learning through a content quiz group learning assignment
- Authors/Creators
- N.M. Warburton (Author/Creator) - Murdoch UniversityS. Volet (Author/Creator) - Murdoch University
- Publication Details
- Active Learning in Higher Education, Vol.14(1), pp.9-22
- Publisher
- Sage
- Identifiers
- 991005540281707891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
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- Citation topics
- 6 Social Sciences
- 6.11 Education & Educational Research
- 6.11.31 Self-Regulated Learning
- Web Of Science research areas
- Education & Educational Research
- ESI research areas
- Social Sciences, general