Making a case for behaviour based learning strategies in supporting students' academic performance

Maeve Ann Gallagher,Niamh Flynn

doi:10.47408/jldhe.v0i6.215

Abstract

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.

Highlights

Making a case for behaviour based learning strategiesThe number of individuals across the European Union who are entering third level or tertiary education has increased in recent years
A report on graduate employability produced by the Council for Industry and Higher Education UK (Archer and Davison, 2008) found that employers were not satisfied with the level of generic skills that graduates brought to the workplace
The ‘Education at a Glance report’ (Heckmann, 2013) produced by the OECD shows an increase in the number of individuals across the European Union participating in third level education

Summary

Making a case for behaviour based learning strategies

The number of individuals across the European Union who are entering third level or tertiary education has increased in recent years. Pintrich (2004) identified four assumptions underpinning most models of self-regulated learning; 1) that the process is dynamic; 2) the process involves goal setting and active engagement on the part of the learner; 3) the learner can monitor, control and regulate some aspects of behaviour, cognition and motivation and the external environment; 4) self-regulation activities can mediate between personal and context specific attributes to impact on actual performance and achievement It seems that the use of self-regulation strategies may help learners to override personal or situational factors to enhance performance and academic outcomes, which is very encouraging for both students and educationalists and learning practitioners alike. This paper puts forward the opinion that Student Learning Development Services in Higher Education Institutes are in a key position to provide students with the scaffolding to become self-regulated learners who can manage their own time and resources to improve employability skills and academic performance.

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