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Originally published in 1982, Learning to Learn in Higher Education analyses the factors that govern effective student learning and looks at the way that these can be improved by changing the way that courses are administered. It examines preparation for higher education and the effect of school systems on the individual student. In acknowledging the academic importance of motivation, maturity and effective study methods it discusses the way that these can be developed and encouraged within the present educational system. In determining the goals of higher education in the 1980s and beyond, it is important that financial considerations, the clamour of industry for vocational courses, the development of technological-scientific research does not obscure the needs of the individual learner.
List of contents
Acknowledgments Preface 1. The Models of Pre-University Learning 2. Different Styles of Learning in Higher Education and their Effect on the Students 3. The Criteria for ‘Learning to Learn’ 4. Individual and Group Methods 5. Improving Learning Competence – with Particular Reference to the University of Reading 6. The Problem for Overseas Students and for the Institutions Where They Study 7. Students with Specialised Learning Difficulties 8. Change in the Individual 9. Change in Higher Education Institutions Conclusions Appendix I Appendix II Appendix III Appendix IV Appendix V Appendix VI
About the author
Jean Wright
Summary
Originally published in 1982, Learning to Learn in Higher Education analyses the factors that govern effective student learning and looks at the way that these can be improved by changing the way that courses are administered. It examines preparation for higher education and the effect of school systems on the individual student. In acknowledging the academic importance of motivation, maturity and effective study methods it discusses the way that these can be developed and encouraged within the present educational system. In determining the goals of higher education in the 1980s and beyond, it is important that financial considerations, the clamour of industry for vocational courses, the development of technological-scientific research does not obscure the needs of the individual learner.
