I have to say that we were surprised at how many students stated that they referred to their course handbooks as a source of information but perhaps less surprisingly this did vary depending on their content and how often tutors referred back to them.
Michelle
LearnHigher Manager
Centre for Excellence in Teaching & Learning
Gateway Building
Liverpool Hope University,
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Liverpool,
L16 9JD
t: 0151 291 3848 f: 0151 291 2033 m: 07917 781393
>>> Pat Hill <[log in to unmask]> 28/04/2009 12:02 >>>
Hello everyone
With regard to Michelle's point about 'most accessible study advice' such as handbooks, some recent research of my own supports that of Hartley and Chesworth (1999) which suggested that around 80% of students deny having received information in handbooks, and many lose them or forget to use them. Having stowed that staff handbook in a safe place that I can't remember I know how they feel (Thank goodness for on-line resources).
On a more positive note, a comprehensive review of peer assisted learning by Keith Topping in 1996 suggested that overall it resulted in marked improvements and 'raised deadline attainment rates, reduced failure rates, and self report of improved writing in the tutors' . I would only add that there has been some tension in the US about assuming that simply because they are peers, students will have equality (Fernsten, 2006) and Bishop, Blythman and Orr (in Devet et al, 2006) also comment that it is dangerous to assume that students have equal 'social capital' and point out that they are just as likely to develop 'meaningful collaborative relationships' with study support staff given the right pedagogical approach.
Best wishes
Pat
Pat Hill
Academic Skills Tutor
School of Music, Humanities and Media
University of Huddersfield HD1 3DH
West Yorkshire UK
Tel + 44 (0)1484 472170
e-mail [log in to unmask]
Room WG20 West Building
Leaders in student-centred academic excellence www.hud.ac.uk/mh/
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