Developing Learning Environments: Creativity, Motivation and Collaboration in Higher Education

By Ora Kwo; Tim Moore et al. | Go to book overview
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5
Learning how to learn

Anna S. F. Kwan and Edmond I. Ko


INTRODUCTION

Sharing the view that critical thinking is a central outcome of tertiary education, we report in this chapter an effort in promoting independent learning among university students, the development of the course Learning to Learn, and its impact on student learning from 1998 to 2001.

Preparatory programmes for first-year students have been popular in the United States and elsewhere. Research on these programmes has reported positive effects on students, such as improving students' involvement in university life and interaction with faculty (e.g. Starke 1994), and more favourably, higher passing and retention rates (e.g., Tokuno and Campbell 1992; Zeegers and Martin 2001).

Retention rates have never been an issue in Hong Kong universities, but each year Hong Kong students enter university, often with limited understanding about university education and ineffective learning strategies. This can create frustration and difficulties in their university study. There has been an urgent need for local universities to help students minimize this gap during their transitional first year.

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