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

5. Learning how to learn

5 .฀Learnin g฀how฀to฀learn฀ N Anna S. F. Kwan and Edmond I. Ko INTRODUCTION฀ Sharing the view that critical thinking is a central outcom e of tertiar y education, we report in this chapter an effort i n promoting independen t learning amon g universit y students , th e developmen t o f th e cours e Learning to Leam, and its impact on student learning from 199 8 to 2001. Preparatory programmes fo r first-yea r student s have been popula r in the United States and elsewhere. Research on these programmes ha s reported positiv e effect s o n students , suc h a s improvin g students ' involvement i n university lif e and interaction with faculty (e.g . Starke 1994), and mor e favourably , highe r passin g and retentio n rate s (e.g. , Tokuno and Campbel l 1992 ; Zeegers and Martin 2001). Retention rates have never been an issue in Hong Kong universities, but each year Hong Kong students ente r university, often wit h limite d understanding abou t universit y educatio n an d ineffectiv e learnin g strategies. This can create frustration an d difficulties i n their university study. Ther e ha s bee n a n urgen t nee d fo r loca l universitie s t o hel p students minimize this gap during their transitional first year . 78฀Anna ฀S.฀F.฀Kwan฀and฀Edmond฀I.฀Ko฀ In 1996, the City University of Hong Kong formulated an AURORA1 strategic pla n 1997-200 2 i n whic h th e university' s commitmen t t o enhancing th e qualit y o f undergraduat e educatio n wa s reaffirmed . Desirable qualitie s fo r universit y graduates , suc h a s critica l an d independent thinking , lifelong learning and communication skills, were articulated mor e explicitl y (Cit y University o f Hon g Kong 1996) . A response to this was the offering o f the course Learning to Learn to help first-year student s maximize their success in university and beyond . This cours e ha s bee n successfu l an d popula r amon g students . Students who have attended the course find it worthwhile and beneficial. Research on the course has shown positive effects o n students' learning attitudes and skills (Kwan 1998 , 1999). During a course evaluation and development meeting in 1998 , the course tea m becam e mor e awar e tha t th e majo r goa l o f universit y education (a s well as education a t other levels) shoul d b e developin g students a s self-directe d independen t learners . Thus , i t woul d b e necessary to emphasize elements such as self-initiative, critical thinking and metacognition . Thi s mean t creatin g a genuine student-centre d learning environment to empower students to take an active role in asking questions, speculating, using high-level thinking and, at the same time, developing their processing skills (such as information and group skills). According to Meyers (1987), 'Critical thinking skills develop best in an atmosphere o f dialogue, interchange, and problem solving' (xii). Also, problem-based learnin g (PBL ) embodie s th e essentia l element s fo r improving student learnin g (Wood s 1993a , b, c, d; 1994 ; 1998) . Th e course team therefore decide d to explore Woods' PBL model further, t o determine its appropriateness as the major learnin g strategy. PREPARATION฀ Preparation began at the end of 1998. We participated in a series of PBL workshops, information an d resource collection commenced, and visits were mad e t o universitie s i n whic h PB L ha d bee n successfull y implemented. Expert s in this area were invited to the university to give workshops and seminars. The course team then met with these expert s to discuss the potentials and issues in the total shift t o PBL. Learning฀how฀to฀learn฀7 9฀ In restructuring th e curriculum , th e cours e objective s relate d t o lifelong learnin g were emphasized. Element s in critical thinking, self assessment , information processing , and working in groups were furthe r extended. Based on these revised objectives, Woods' model of small group problem-based learning tutorials was adopted . To better understand th e possible impact of PBL on students takin...