Resource Centers for Independent Study Time

This paper examines the links between independent study time inside and outside a self-access centre, self-directedness and language gain. 71 university students taking English classes at a private university in Japan completed surveys of their typical weekly self-access centre usage, typical weekly independent language study time and the Self-Directed Learning Readiness Scale (SDLRS) survey, and these data were compared to changes in pre- and post-study Test of English for International Communication (TOEIC) reading and listening scores. The analysis showed that there were few statistically significant correlations between most of the data. The results suggest that SDLRS score predicts independent language study time and that language students with high self-directedness are less likely to require the support of a self-access centre. The authors recommend further research and that future studies use different measures of language gain that are criterion-referenced and cover more language skills, and examine the types of learning activities carried out rather than just the amount of time spent.

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Mere undervisning, større studieintensitet? En multilevelanalyse af 7.917 studerendes tidsforbrug

Dansk Universitetspædagogisk Tidsskrift ◽

10.7146/dut.v10i18.18238 ◽

2015 ◽

Vol 10 (18) ◽

pp. 35-50

Author(s):

Kim Jesper Herrmann ◽

Anna Bager-Elsborg ◽

Inger Borch Hansen ◽

Rasmus Borup Nielsen

Keyword(s):

University Students ◽

Multilevel Analysis ◽

Negative Correlation ◽

Empirical Support ◽

Study Time ◽

Independent Study ◽

Study Habits ◽

Time Budgets

Der har de seneste år været betydelig interesse for danske universitetsstuderendes studieintensitet, og der er blevet givet forskellige anbefalinger i forhold til, hvordan de studerende kan motiveres til at studere mere. Det empiriske grundlag for sådanne anbefalinger er imidlertid sparsomt. Formålet med dette studie er dels at beskrive den gennemsnitlige studieaktivitet blandt studerende på Aarhus Universitet, dels at analysere det indbyrdes forhold mellem undervisning og forberedelse. En multilevelanalyse af 7.917 studerendes selvrapporterede tidsforbrug viser overraskende en negativ sammenhæng mellem antallet af timer brugt på undervisning og antallet af timer brugt på forberedelse. Yderligere analyser tyder på, at sammenhængen mellem undervisningstid og forberedelsestid varierer på tværs af uddannelser. In recent years, the study habits of Danish university students have been a cause for concern, and various initiatives to improve motivation and encourage students to study harder have been introduced. However, the empirical support for such initiatives is limited. This article aims to describe the average student’s study habits and analyse the interrelationship between teaching and independent study time. A multilevel analysis of 7,917 students self-reported time budgets surprisingly reveals negative correlation between hours spent studying and hours spent participating in classes. Further analyses suggest that this correlation varies across study programmes.

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Medical students’ pattern of self-directed learning prior to and during the coronavirus disease 2019 pandemic period and its implications for Free Open Access Meducation within the United Kingdom

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2021.18.5 ◽

2021 ◽

Vol 18 ◽

pp. 5

Author(s):

Jack Barton ◽

Kathrine Sofia Rallis ◽

Amber Elyse Corrigan ◽

Ella Hubbard ◽

Antonia Round ◽

...

Keyword(s):

United Kingdom ◽

Medical Students ◽

Open Access ◽

Medical Schools ◽

Study Time ◽

Independent Study ◽

Free Text ◽

Self Directed Learning ◽

The United Kingdom ◽

Directed Learning

Purpose: Self-directed learning (SDL) has been increasingly emphasized within medical education. However, little is known about the SDL resources medical students use. This study aimed to identify patterns in medical students’ SDL behaviors, their SDL resource choices, factors motivating these choices, and the potential impact of the coronavirus disease 2019 (COVID-19) pandemic on these variables.Methods: An online cross-sectional survey comprising multiple-choice, ranked, and free-text response questions were disseminated to medical students across all 41 UK medical schools between April and July 2020. Independent study hours and sources of study materials prior to and during the COVID-19 pandemic were compared. Motivational factors guiding resource choices and awareness of Free Open Access Meducation were also investigated.Results: The target sample was 75 students per medical school across a total of 41 medical schools within the United Kingdom (3,075 total students), and 1,564 responses were analyzed. University-provided information comprised the most commonly used component of independent study time, but a minority of total independent study time. Independent study time increased as a result of the COVID-19 pandemic (P<0.001). All sub-cohorts except males reported a significant increase in the use of resources such as free websites and question banks (P<0.05) and paid websites (P<0.05) as a result of the pandemic. Accessibility was the most influential factor guiding resource choice (Friedman’s μrank=3.97, P<0.001).Conclusion: The use of learning resources independent of university provision is increasing. Educators must ensure equitable access to such materials while supporting students in making informed choices regarding their independent study behaviors.

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To What Extent Do Study Habits Relate to Performance?

CBE—Life Sciences Education ◽

10.1187/cbe.20-05-0091 ◽

2021 ◽

Vol 20 (1) ◽

pp. ar6

Author(s):

Elise M. Walck-Shannon ◽

Shaina F. Rowell ◽

Regina F. Frey

Keyword(s):

Study Time ◽

Independent Study ◽

Strategy Use ◽

Study Habits ◽

Exam Score ◽

Study Strategy ◽

Score Study

Students’ study habits during independent study sessions were examined. Controlling for preparation, total study time, and class absences, it was found that active study strategy use positively predicted exam score, study spacing potential did not predict exam score, and distraction during study sessions negatively predicted exam score.

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An Independent Study Guide to Reading Latin

10.1017/9781139540698 ◽

2018 ◽

Author(s):

Peter V. Jones ◽

Keith C. Sidwell

Keyword(s):

Independent Study ◽

Study Guide

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Perceptual Effects and Recollective Experience in Face Recognition

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169.52.3.224 ◽

2005 ◽

Vol 52 (3) ◽

pp. 224-231 ◽

Cited By ~ 7

Author(s):

Chrisanthi Nega

Keyword(s):

Face Recognition ◽

Recognition Memory ◽

Congruency Effect ◽

Facial Recognition ◽

Memory Systems ◽

Study Time ◽

Perceptual Fluency ◽

Recollective Experience ◽

Trace Strength ◽

Size Congruency

Abstract. Four experiments were conducted investigating the effect of size congruency on facial recognition memory, measured by remember, know and guess responses. Different study times were employed, that is extremely short (300 and 700 ms), short (1,000 ms), and long times (5,000 ms). With the short study time (1,000 ms) size congruency occurred in knowing. With the long study time the effect of size congruency occurred in remembering. These results support the distinctiveness/fluency account of remembering and knowing as well as the memory systems account, since the size congruency effect that occurred in knowing under conditions that facilitated perceptual fluency also occurred independently in remembering under conditions that facilitated elaborative encoding. They do not support the idea that remember and know responses reflect differences in trace strength.

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