Making a case for behaviour based learning strategies in supporting students' academic performance
DOI:
https://doi.org/10.47408/jldhe.v0i6.215Keywords:
Self-regulated learning, behavioural strategiesAbstract
The aim of this article is to raise the profile of time and resource management interventions, not just as part of the delivery of Student Learning Development Services but as a core strategy, supported with interventions and resources that can be systematically evaluated, to help students (both undergraduate and postgraduate) maximise academic and employment potential.
This opinion piece puts forward a case for Student Learning Development practitioners to design and deliver interventions aimed at improving students' self-regulated learning skills. The case is illustrated by examples from research on self-regulated learning (e.g. Pintrich, 2004) and from reports on graduate employment figures (e.g. OECD Heckmann, 2013) and employers' perceptions of graduates' employability skills (e.g. Council for Industry and Higher Education, Archer and Davison, 2008). There are also examples of interventions delivered by the Student Learning Development Service, Trinity College Dublin Ireland to help students improve self-efficacy and time management skills. The aim of this opinion piece is to stimulate discussion and ideas as to how educationalists and, in particular, professionals working in Student Learning Development Services in third level environments, can help students to develop these behavioural skills to enhance both their academic and employment potential.
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