HERDSA 1996: Robertson - helping students reach their full potential

Helping students reach their full potential

Helen Robertson
Aboriginal and Torres Strait Islander Veterinary Studies Programme
School of Veterinary Studies, Murdoch University

Most students are oblivious of their approach to study and have a limited understanding of the learning process.
Following the work of Professor Erik Meyer (University of Cape Town, South Africa) a simple method of producing Study Orchestration Profiles has been developed by the present author. The Study Orchestration Profiles are a list of the 25 facets (or constructs) which make up a student's approach to learning. These are arranged, by the student, in order according to their influence on, or importance to, the student. Pieces of paper (on which construct definitions and examples are written) are arranged on a larger sheet of paper. Constructs at the top are the most influential, those at the bottom the least influential, and so on.
The profiles can indicate the students' strengths and weaknesses and more specifically where each student requires assistance and whether they might fail their course. The profiles can also focus the students' attentions on areas of their study skills they might wish to improve.
Study orchestration profiles can be produced on the first day of semester, before the student gets into difficulty. Student and teacher can then work together, from the beginning of the semester, to maximise performance.
This workshop will be a practical and hands on experience in which participants will produce their own study profiles, interpret them and discuss what steps could be taken to improve their study methods.

Introduction

Staff working in the area of academic support are often frustrated when students in difficulty are only brought to their attention mid-semester or even later after failing tests or assignments. By then it is often too late to avert disaster for the student as the semester is all but over. Thus there is a growing recognition that academics working in this area need to be 'pro-active' rather than 're-active'. Ideally, students with potential difficulties need to be identified during the orientation process or at least very early in the semester. As Sims and Sims (1995, P.62) observe "Orientation activities should be designed for students that will make them aware of their own learning styles preferences, strengths and weaknesses" and "Attention should also be given to helping students develop strategies for succeeding in courses incongruent with their primary learning abilities." (Claxton and Murrell, 1987, P.78).

Indeed this has been the experience of staff at the Aboriginal and Torres Strait Islander Veterinary Studies Programme at Murdoch University. The students would be on the way to success or failure well before their special needs were established.

A method was required which could make the students aware of what they were doing (and why) and at the same time pinpoint problems that required early intervention. A learning style inventory used by Meyer et al. (1990) seemed to hold considerable promise. Their research demonstrated that a student's academic success was dependent upon their approach to study.

These study orchestration profiles (produced by computer analysis after detailed interviews with each student) fell into 3 broad classifications, Desirable, Average and Undesirable. During a subsequent series of papers (Meyer, Passens and Dunne, 1990; Meyer and Muller, 1990; Meyer and Watson, 1991; Meyer, Dunne and Sass, 1992 and Meyer, Cliff and Dunne, 1994) this initial method was developed to a point where it was possible for the researchers to predict the students' probable success or failure from their study profiles, detect what their main learning problems were and begin to develop strategies to assist the students to overcome them.

This paper reports work similar to that of Meyer et al, which is simple to arrange and has so far produced very good results.

Method

All of our eight Indigenous students in the Aboriginal and Torres Strait Islander Veterinary Studies Programme produced their study orchestration profiles during a workshop at the start of second semester, 1995. The workshop had two goals; to awaken each student to their own specific learning approaches through the production of the profiles and to improve the learning outcomes for the students through interventions designed to assist students to address the problems highlighted in their profiles. The workshop involved:

Discussion of what a study orchestration profile was, and how they could be used.
Production of the profiles.
Discussion between students and staff of the Veterinary School on their expectations of each other.
Comparison of the student profiles with one from the above average category (from Meyer 1991).
Group discussion about points on the profiles and the swapping of strategies to change aspects of their study and learning.

Student interviews were not used as we felt these would be seen as threatening and invasive by our Indigenous students. The study constructs used for this first workshop were those of Meyer et al (1992). The students found many of these difficult to understand so they have since been rewritten in simpler language. These revised constructs are presented in Table 1.

The students produced their own profiles by arranging the constructs (typed on cards) on a large sheet of paper, those most influencing the student at the top, those with least influence at the bottom, and so on. Once the students were happy they had the constructs in the right order, they were glued into place and photocopied for later discussion.

The staff of the Aboriginal Veterinary Unit also used the student profiles to tailor tutorial exercises to suit the specific needs of each student. For example, one student who claimed books were only really useful in the later years of study was given tutorial questions that required research in the literature to answer.

Table 1: Study constructs now used in the production of study orchestration profiles
(adapted from Meyer et al, 1992).

DA (Deep Approach):
Deliberately setting out to understand new material, even if this requires a lot of effort.
"I like to really understand my subjects, even though it takes extra time and effort to do this". IM (Intrinsic Motivation):
A strong interest in, and excitement about the subject studied that takes the student well beyond what is expected in class.
"I am really interested in what I'm learning and can't wait until I'm a Vet".

RI (Relating Ideas):
Recognising and making connections within and between subjects. A conscious attempt to also relate what's being learnt to real life situations and to oneself.
"I like to look for how a subject relates to the others I'm studying and I like to find out how a subject applies to the Veterinary profession". UE (Use of Evidence):
The use of evidence to analyse whether an argument or an conclusion which has been presented is valid.
"When I'm reading a research article, I usually check the results carefully to see if I agree with the conclusions reached by the authors".

CL (Comprehension Learning):
Using different approaches to understand new ideas or topics. Not just following what the lecturer says.
"I like to follow up on my own thoughts and ideas on a new topic". RE (REflection):
Looking back or going over a lecture, lab or tutorial later and gaining a new understanding of the work covered.
"Sometimes, when I think back over what's been said in a lecture, I realise I didn't really understand it at the time".

BD (Deep perceptions of Books):
Using book indexes, chapter headings, contents, pages etc to check whether a book contains appropriate information.
"I usually choose books with likely titles and then quickly scan through the contents page to find what I want, then I read that section". AD (Deep perceptions of methods of Assessment):
An awareness of the content, purpose, types and benefits of tests and exams, as well as the value of written feedback from teachers.
"Usually the educational value of tests and assignments is clear to me".

LD (Deep perceptions of Learning space):
A conscious awareness of the importance of how a room and its equipment are used during a lesson.
"How a room's furniture is set up effects the lesson. I find it difficult to form with a small group to discuss things in a lecture theatre, for example, you can't move the chairs into a circle!". RD (Deep perceptions of human Relationships):
Knowing that others can help and guide you and that your own attitude to these people can influence the way you work together.
"I realise I sometimes keep people at a distance which makes it hard for them to offer me help". "I ask my lecturer if I can't understand something."

St (Strategic approach):
A strategic use of resources to produce what is apparently expected in a piece of work.
"When I am doing an assignment, I keep in mind exactly what the teacher seems to want". Ol (Operation learning):
A method of problem solving which relies wholly on facts and a logical analysis.
"I usually break an assignment up into a series of steps and then tackle them in order, one at a time".

Am (Achievement motivation):
A desire to succeed, especially in competition with other students.
"I like to do things better than other people". ma (memorising approach):
Facts, definitions and information are rote learned by writing or saying them over and over.
"I learn things by writing them over and over or by saying them to myself".

fa (fragmented approach):
An inability to see the connections or relationships between one subject and another.
"Many of the subjects I am learning seem to be unrelated to anything. I have no idea where they fit into the big picture". sb (syllabus boundness):
Focusing only on the set requirements of the task and a preference for very clear instructions for assignments etc.
"I like the lecturer to spell out exactly what they expected me to do for essays, assignments or projects".

ff (fear of failure):
A concern with the possibility of failing exams, public speaking and feeling pressured about study.
"I get so anxious in exams I forget most of what I know". ip (improvidence):
An inability to place details learned into an overall picture. An over cautious focusing on detail and procedure.
"I can remember individual facts but I can't explain how they fit together. I don't really understand what part they play in the big picture".

cs (surface perceptions of course content):
A focusing in on the volume, structure and perceived relevance of a course rather than on what is being studied.
"Often I can't understand why lecturers want us to learn a particular topic". ls (surface perceptions of learning space):
Being easily distracted by noise, the legibility of the lecturer's writing the equipment being used etc rather then focusing on the information being covered.
"It really, bothers be when the lecturer's overheads are messy".

rs (surface perceptions of human relationships):
A reliance on the words of the teacher or textbook only, ignoring other sources of information, such as peers, research papers or own thoughts.
"I usually write down everything the lecturer says in a lecture". wl (work load):
A feeling that too much work is covered and expected, reflected in too many topics and too much written work, giving rise to a feeling of pressure.
"There seems to be too much work to get through in the course here".

ds (disorganised study methods):
A general disorganisation reflected in poor time management (including putting off work), distractions and a backlog of important work.
"I'm always behind and never seem to get things handed in on time. I get distracted easily". gL (globetrotting):
An inability to back up a general picture with the necessary detail, leading to unsubstantiated conclusions and the use of irrelevant material.
"Although I have a fairly good general idea of things, my knowledge of the details is fairly weak".

eM (extrinsic Motivation):
Choice of subjects or course of studying seen as a means of getting a good job with a good wage.
"I don't really like accounting but accountants get good money so I'll have a well paid job when I leave Uni".

Key: Constructs with an upper case letter code are associated with deep learning and considered positive for the student. Constructs with a lower case letter code are associated with shallow learning and are generally considered to be detrimental to deep learning. Those with a mixed upper and lower case code are more ambiguous. Those beginning with upper case are usually positive, those beginning with lower case are usually not.

Results

The study orchestration profiles, their categories (assessed according to Meyer, 1991), the expected results and the students' final results for 1995, are presented in Table 2.

Table 2: Individual profile categories, expected results and results after intervention

Student 1 2 3 4 5 6 7 8

Profile rs ds RIeMIM maIM IM RIcs IMADds RIDAff

IMgL ls CLOlsb StDA Am OlSt Olmacs IMwl

dsma StRI DAmaDB RDds sb AD DBREDA CLRE

AD ipls AD ma ma RDRI rsOlDB

DB faRE gLOl DB DB rsSt StUE

faADls rs StLDrs eMAmfa rs
gL ADLD

DB IM
RE gL
sb RDma

ipsb gL LD

Ol RD Am

Olwl ipCLRD wl ipff DA LDwl UE cs

UE cs

cs sbgL CL

cs ff dsgLAm UE AD ds ls daipgL

ff

RI RD UE LD fa

RD
csAD wl RI DA ip ls

sbrs CL IM fa

DA

CL UE RE wl Am

eM DA
DB
ls eM

wl
cs
rs ff sb

St Ol
ls RE eM

RE UE
LD
Am

LD sb

wlip CLipff

RI ma

dsff fa

AmCL faRE RDffUE
St

am

fa

eM

lsLDeM

Category At Risk At Risk/
Below
Average Below
Average Below
Average/
Average Average Average Average Above
Average

Expected result Fail Fail Fail Just Pass
or Fail Pass Pass Pass Credit
or Above

Actual results after intervention P,Cr,P, Cr,P N, N, N, N, N, Cr (failed year) P, P, Cr, P, D, Cr, P P, P, P, P, Cr, P, Cr P, P, D, D, HD, Cr, HD Cr, Cr, D, Cr, Cr, D P, P, P, Cr, P Withdrew
from
study

Key: N = fail (below 45%), P = pass (50% -59%), Cr = credit (60%-69%), D = distinction (70%-79%), HD = high distinction (80% and above)

Many of the students decided to attempt to change aspects of their study as a direct result of the workshop. The interventions brought about by the workshop appeared to have been successful from observation and this was confirmed by the student's results at the end of semester.

Three of the four students who were initially categorised as at risk or below average and expected to fail, passed. Two of the three students categorised as average, and therefore expected to barely pass, scored credits or above in their subjects after intervention (see table 1).

Discussion

Study inventories constructed by students are often criticised due to the possibility of deliberate or unintentional dishonesty. In the exercise described above, the need to be absolutely honest was stressed during the workshop. The process was not part of a test for university entry and the resulting profiles were mostly for the use of the students themselves, and, as far as we can gather, having known most of the students for a number of years, they have been accurate in producing their profiles.

The advantage of this method is that the profiles belong to the students and the process is an empowering rather than a disempowering one.

All the students changed some aspects of their study regime as a result of the workshop. Some of them were reluctant to make many changes however so the staff attempted to address some of these students' other needs through their tutorial sessions.

Many of the students set about becoming far more organised. Personal and individual study timetables were the most popular method used. An inability to tie the different subject areas together was also a common problem. Most students elected to do this with workshop style tutorial sessions with staff and other students, but one approached this by using large diagrams showing the links between different processes as well as the fine detail about each process.

Two students decided to try and flesh out what was given in the lectures by using books and papers. These students didn't realise this was expected until the discussion with lecturers during the workshop.

Another student decided their problem was trying to do far too much. Almost a case of taking deep learning to an extreme. This attitude was closely tied to a pathologic fear of failure which rendered this bright student almost incoherent in exam situations. This student has suspended study for 12 months.

In conclusion, the production of individual study orchestration profiles and the subsequent student and staff initiated interventions, appear to have had a positive effect on the students' study awareness and approaches to learning and have lead to improved learning outcomes.

References

Claxton, C.S. and Murrell, P.H. 1987. Learning Styles: Implications for improving educational practices. (ASHE - ERIC Higher Education Reports, No. 4). Washington, DC: Association for the Study of Higher Education in Sims R.R. and Sims S. (Eds), The Importance of Learning Styles. Greenwood Press, London.

Entwistle, N.J. and Ramsden, P. 1982. Understanding Student Learning. Nichols Publishing Company, New York.

Jonassen, D.H. and Grabowski, B.L. 1993. Handbook of Individual Differences, Learning and Instruction. Lawrence Erlbaum Associates, Publishers, New Jersey.

Meyer, J.H.F. 1991. Study orchestrations: the manifestation, interpretation and consequences of contextualised approaches to studying. Higher Education, 22: 297-316.

Meyer, J.H.F, Cliff, A.F. and Dunne T.T. 1994. Impressions of disadvantage: II - Monitoring and assisting the students at risk. Higher Education, 27: 95-117.

Meyer, J.H.F, Dunne, T.T. and Sass, A.R. 1992. Impressions of disadvantage I - school versus university study orchestration and consequences for academic support. Higher Education, 24: 291-316

Meyer, J.H.F. and Muller, M.W. 1990. Evaluating the quality of student learning I - an unfolding analysis of the association between perceptions of learning context and approaches to studying at an individual level. Studies in Higher Education, 15: 131-154.

Meyer, J.H.F, Parsons, P. and Dunne T.T. 1990. Individual study orchestrations and their association with learning outcome. Higher Education, 20: 67-89.

Meyer, J.H.F, Parsons, P. and Dunne T.T. 1990. Study orchestration and learning outcome; evidence of association over time among disadvantaged students. Higher Education, 20: 245-269.

Meyer, J.H.F. and Watson, R.M. 1991. Evaluating the quality of student learning II - study orchestration and the curriculum. Higher Education, 16: 251-275.

Sims R.R. and Sims, S. (Eds) 1995. The Importance of Learning Styles. Greenwood Press, London.

Author: Helen Robertson, Aboriginal and Torres Strait Islander Veterinary Studies Programme, School of Veterinary Studies, Murdoch University, Murdoch WA 6150, Australia. Email: helenrob@numbat.murdoch.edu.au

Please cite as: Robertson, H. (1996). Helping students reach their full potential. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference 1996. Perth, Western Australia, 8-12 July. http://www.herdsa.org.au/confs/1996/robertson.html

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DA (Deep Approach): Deliberately setting out to understand new material, even if this requires a lot of effort. "I like to really understand my subjects, even though it takes extra time and effort to do this".	IM (Intrinsic Motivation): A strong interest in, and excitement about the subject studied that takes the student well beyond what is expected in class. "I am really interested in what I'm learning and can't wait until I'm a Vet".
RI (Relating Ideas): Recognising and making connections within and between subjects. A conscious attempt to also relate what's being learnt to real life situations and to oneself. "I like to look for how a subject relates to the others I'm studying and I like to find out how a subject applies to the Veterinary profession".	UE (Use of Evidence): The use of evidence to analyse whether an argument or an conclusion which has been presented is valid. "When I'm reading a research article, I usually check the results carefully to see if I agree with the conclusions reached by the authors".
CL (Comprehension Learning): Using different approaches to understand new ideas or topics. Not just following what the lecturer says. "I like to follow up on my own thoughts and ideas on a new topic".	RE (REflection): Looking back or going over a lecture, lab or tutorial later and gaining a new understanding of the work covered. "Sometimes, when I think back over what's been said in a lecture, I realise I didn't really understand it at the time".
BD (Deep perceptions of Books): Using book indexes, chapter headings, contents, pages etc to check whether a book contains appropriate information. "I usually choose books with likely titles and then quickly scan through the contents page to find what I want, then I read that section".	AD (Deep perceptions of methods of Assessment): An awareness of the content, purpose, types and benefits of tests and exams, as well as the value of written feedback from teachers. "Usually the educational value of tests and assignments is clear to me".
LD (Deep perceptions of Learning space): A conscious awareness of the importance of how a room and its equipment are used during a lesson. "How a room's furniture is set up effects the lesson. I find it difficult to form with a small group to discuss things in a lecture theatre, for example, you can't move the chairs into a circle!".	RD (Deep perceptions of human Relationships): Knowing that others can help and guide you and that your own attitude to these people can influence the way you work together. "I realise I sometimes keep people at a distance which makes it hard for them to offer me help". "I ask my lecturer if I can't understand something."
St (Strategic approach): A strategic use of resources to produce what is apparently expected in a piece of work. "When I am doing an assignment, I keep in mind exactly what the teacher seems to want".	Ol (Operation learning): A method of problem solving which relies wholly on facts and a logical analysis. "I usually break an assignment up into a series of steps and then tackle them in order, one at a time".
Am (Achievement motivation): A desire to succeed, especially in competition with other students. "I like to do things better than other people".	ma (memorising approach): Facts, definitions and information are rote learned by writing or saying them over and over. "I learn things by writing them over and over or by saying them to myself".
fa (fragmented approach): An inability to see the connections or relationships between one subject and another. "Many of the subjects I am learning seem to be unrelated to anything. I have no idea where they fit into the big picture".	sb (syllabus boundness): Focusing only on the set requirements of the task and a preference for very clear instructions for assignments etc. "I like the lecturer to spell out exactly what they expected me to do for essays, assignments or projects".
ff (fear of failure): A concern with the possibility of failing exams, public speaking and feeling pressured about study. "I get so anxious in exams I forget most of what I know".	ip (improvidence): An inability to place details learned into an overall picture. An over cautious focusing on detail and procedure. "I can remember individual facts but I can't explain how they fit together. I don't really understand what part they play in the big picture".
cs (surface perceptions of course content): A focusing in on the volume, structure and perceived relevance of a course rather than on what is being studied. "Often I can't understand why lecturers want us to learn a particular topic".	ls (surface perceptions of learning space): Being easily distracted by noise, the legibility of the lecturer's writing the equipment being used etc rather then focusing on the information being covered. "It really, bothers be when the lecturer's overheads are messy".
rs (surface perceptions of human relationships): A reliance on the words of the teacher or textbook only, ignoring other sources of information, such as peers, research papers or own thoughts. "I usually write down everything the lecturer says in a lecture".	wl (work load): A feeling that too much work is covered and expected, reflected in too many topics and too much written work, giving rise to a feeling of pressure. "There seems to be too much work to get through in the course here".
ds (disorganised study methods): A general disorganisation reflected in poor time management (including putting off work), distractions and a backlog of important work. "I'm always behind and never seem to get things handed in on time. I get distracted easily".	gL (globetrotting): An inability to back up a general picture with the necessary detail, leading to unsubstantiated conclusions and the use of irrelevant material. "Although I have a fairly good general idea of things, my knowledge of the details is fairly weak".
eM (extrinsic Motivation): Choice of subjects or course of studying seen as a means of getting a good job with a good wage. "I don't really like accounting but accountants get good money so I'll have a well paid job when I leave Uni".
Key: Constructs with an upper case letter code are associated with deep learning and considered positive for the student. Constructs with a lower case letter code are associated with shallow learning and are generally considered to be detrimental to deep learning. Those with a mixed upper and lower case code are more ambiguous. Those beginning with upper case are usually positive, those beginning with lower case are usually not.

Student	1	2	3	4	5	6	7	8
Profile	rs	ds	RIeMIM	maIM	IM	RIcs	IMADds	RIDAff
	IMgL	ls	CLOlsb	StDA	Am	OlSt	Olmacs	IMwl
	dsma	StRI	DAmaDB	RDds	sb	AD	DBREDA	CLRE
		AD	ipls	AD	ma	ma	RDRI	rsOlDB
		DB	faRE	gLOl	DB	DB	rsSt	StUE
	faADls	rs	StLDrs	eMAmfa	rs		gL	ADLD
	DB	IM		RE	gL		sb	RDma
	ipsb	gL LD			Ol	RD	Am
	Olwl	ipCLRD	wl	ipff	DA	LDwl	UE	cs
	UE	cs			cs	sbgL	CL
	cs	ff	dsgLAm	UE	AD	ds	ls	daipgL
	ff			RI	RD	UE	LD	fa
	RD		csAD	wl	RI	DA	ip	ls
				sbrs	CL	IM	fa
	DA			CL	UE	RE	wl	Am
	eM	DA		DB		ls	eM
		wl		cs		rs	ff	sb
	St	Ol		ls	RE	eM
	RE	UE		LD		Am
	LD	sb			wlip	CLipff
	RI	ma			dsff	fa
	AmCL	faRE	RDffUE		St
		am			fa
		eM			lsLDeM
Category	At Risk	At Risk/ Below Average	Below Average	Below Average/ Average	Average	Average	Average	Above Average
Expected result	Fail	Fail	Fail	Just Pass or Fail	Pass	Pass	Pass	Credit or Above
Actual results after intervention	P,Cr,P, Cr,P	N, N, N, N, N, Cr (failed year)	P, P, Cr, P, D, Cr, P	P, P, P, P, Cr, P, Cr	P, P, D, D, HD, Cr, HD	Cr, Cr, D, Cr, Cr, D	P, P, P, Cr, P	Withdrew from study
Key: N = fail (below 45%), P = pass (50% -59%), Cr = credit (60%-69%), D = distinction (70%-79%), HD = high distinction (80% and above)