My students don’t do the prescribed readings/homework or do it in a very poor/low quality manner
Have you considered that some students don’t see the relevance or value of some activities in terms of their future career?
QUICK WINS
→ QW1. Use Active Methodologies (e.g. project based learning (PBL), flipped learning, game-based learning (GBL) etc.) to promote students’ soft skills and specify the link between the tasks and the development of skills. Here you can get some tips to implement active methodologies in HE.
→ QW2. Promote the Use of Career Specific Software related to the subject (e.g. modelling and design, programming, computing, etc.) and general ICT (e.g. AI, text editing, concept mapping etc.) and promote their use for out-of-class work.
→ QW3. Organize Visits to Job-Related Centers in your Area of Expertise. Bring professionals to class, who can explain what students need to know in their career. Or, even better, bring alumni to talk about it with students.
→ QW4. Familiarise Students with your Institution’s Internship programme, (if you have one) and share information about previous internships related to the subject or to the course.
In relation to expectations and organisation of studies, students need to align their own career representations with their university studies, and connect course content with the practical aspects of their professional life.
Promote Soft Skills
Soft skills, such as leadership, teamwork, socio-emotional competences, etc. are considered crucial in the labour market and a distinctive aspect for future career development. By enhancing these skills and linking them to the tasks students need to fulfil in a course, students connect more strongly with the practicality and relevance of these skills for their future careers. See Quick Win 1
Use ICT Relevant for the Job
Future employers will look for students with up-to-date IT skills. Therefore, the use of job-specific software and general ICT in university tasks helps students to connect their tasks at university with their future career. See Quick Win 2
Provide Real-World Experiences
Recognising the usefulness of course content usually relates to its real-world application. When students are able to relate their university tasks to a real-world experience their motivation is enhanced. Whenever possible, have students apply their in-class learning to real-world activities directly related to students’ future career tasks. See Quick Win 3
Promote Internships Whenever Possible
Experiential learning has often proven beneficial for students in reinforcing theories and concepts, and in providing opportunities for students to apply their learning. Internships, prior to graduation, offer opportunities for students to experience real-world learning experiences. See Quick Win 4
Further information
- Burga, R., Leblanc, J., & Rezania, D. (2020). Exploring student perceptions of their readiness for project work: utilizing social cognitive career theory. Project Management Journal, 51(2), 154-164. https://doi.org/10.1177/8756972819896697
- Galbraith, D., & Mondal, S. (2020). The Potential Power of Internships and the Impact on Career Preparation. Research in Higher Education Journal, 38.
- Lee, J., Spears, L., Ambapavaru, C. R., Ma, J., Hollister, J., Mardis, M., & McClure, C. (2014). Aligning expectation and reality about IT career preparation: perception of job competencies by students, new professionals, and employers. New Professionals, and Employers.
- Malhotra, R., Massoudi, M., & Jindal, R. (2023). An alumni-based collaborative model to strengthen academia and industry partnership: The current challenges and strengths. Education and Information Technologies, 28(2), 2263-2289. https://doi.org/10.1007/s10639-022-11276-1
- Quinlan, K. M., & Renninger, K. A. (2022). Rethinking employability: how students build on interest in a subject to plan a career. Higher Education, 84(4), 863-883. https://doi.org/10.1007/s10734-021-00804-6
Have you considered that some students may not have developed effective study habits and/or don’t know how to manage their studying time?
QUICK WINS
→ QW1. Introduce Learning Journals to students and encourage their use for out-of-class work.
→ QW2. Promote the Use of Time Management Techniques such as Pomodoro Technique, Einsenhower Method or Block Study Method and share the instructions for their purpose and use.
→ QW3. Introduce Study Techniques such as Concept mapping or effective note-taking like the Cornell Note Taking System or or the Zettelkasten Method.
In relation to their performance, students are adjusting to a new studying environment where they need to be more active and autonomous. Many students need to develop new learning and organisational strategies in order to work on their own, manage their time, and meet deadlines.
A poor level of self-management, self-leadership and time management skills may be a barrier to accomplishing university tasks. Here are some basic strategies that you can follow to foster students’ autonomy and productivity.
Promote Self-Regulated Learning
Learning journals promote self-regulated learning (SRL) and develop metacognitive skills by making students reflect on what they have learned and how they have learned it. Students need to learn how to monitor their own progress over time and be able to identify areas for improvement. This way, significant learning is fostered. See Quick Win 1
Help Students Increase their Productivity
Several time management techniques may help students learn how to organize their studying and increase their productivity. For example, students can learn how to divide tasks into different sub-activities and how to schedule working-time and resting-time. See Quick Win 2
Some of these techniques are:
- Pomodoro thecnique: which suggest 25 minutes of studying and 5 minutes breaks.
- Eisenhower Matrix (or urgent-important matrix): Prioritization tool that helps organize tasks based on their urgency and importance.
- Block Study Method: time division in blocks dedicated to different topics, with the aim of focusing on each topic without interruption.
Teach Effective Study Techniques
Encouraging the use of study techniques that promote reflection and the organisation of ideas, helps students adapt to an autonomous study environment. See Quick Win 3
- Concept mapping helps students to organize their ideas, link new concepts to previous knowledge and address group tasks.
- Effective note-taking helps to remember relevant information and link it to previous knowledge, thus, improving students’ performance in tasks.
Further information
Consult the theoretical elements that support these strategies here.
Have you considered that out of class study conditions can impact students’ ability to work effectively?
QUICK WINS
→ QW1. Let Students Know About Resources Available. During the first class of the course, let them know about the faculty library, working areas available, how to borrow books or computers, etc.
→ QW2. Ask Students to Have a study schedule. This is an example of schedule that can serve your students as inspiration to create their own.
→ QW3. Offer Group Tutoring. They can be voluntary and weekly. Try to make them active and to promote teamwork.
As noted in the literature review on transition challenges, students may find it challenging to find institutional support structures, and to understand the importance of soft skills in creating connections with peers and academic staff.
Bring Study Spaces to the Fore
A poor study environment (poor light, layout etc.) can impact negatively on students’ motivation to set aside the time needed to complete a task. Good space and resources are more likely to help students improve their focus and thus their academic performance. See Quick Win 1
Recognise the Need for Planning
First year students might struggle to find a dedicated out- of- class time where they can study in an organised manner. Lecturers can support students by offering them tips to improve their planning. For instance, just working outside home requires planning, and that encourages the students’ daily/weekly work. See Quick Win 2
Praise the Advantages of Collaboration
Social isolation can discourage students from dedicating time to study. Collaborative strategies, such as peer-to-peer learning or attracting students to become part of learning communities, have the potential to foster human connections. Within these or other collaborative strategies, lecturers can support students by dedicating specific times where they can guide or supervise students. See Quick Win 3
Further information
- Interested in learning more about factors that make a good study environment? The study by LeGrow et al. (2023) entitled “Home Away from Home: How Undergraduate and Graduate Students Experience Space and Place in a new Health Sciences Building” discusses the influence of space and place on learning.
→ LeGrow, K., Espin S., Chui L., et al. (2023). Home Away from Home: How Undergraduate and Graduate Students Experience Space and Place in a new Health Sciences Building. Canadian Journal of Nursing Research. 55(4), 447-456. https://doi.org/10.1177/08445621231190581
- Participation in learning communities proved to be positively linked to student engagement, self-reported outcomes, and satisfaction, with stronger effects for first-year students by the by study by Zhao and Kuh (2004).
→ Zhao, CM. & Kuh, G.D. (2004). Adding Value: Learning Communities and Student Engagement. Research in Higher Education 45, 115–138 https://doi.org/10.1023/B:RIHE.0000015692.88534.de
