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首页> 外文期刊>Journal of Further and Higher Education >Facilitating experiential learning of study skills in sports students
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Facilitating experiential learning of study skills in sports students

机译：促进体育学生学习技能的体验式学习

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In recent years the student population in the UK has grown considerably, and students are entering higher education with a more diverse range of qualifications and skills. This is particularly the case in post‐1992 universities with a widening participation agenda, as these institutions have a larger share of students from non‐traditional backgrounds. Universities therefore need to consider ways in which they can encourage achievement and success amongst a diverse population of students, many of whom enter higher education without the skills needed to study effectively. Within this article the authors consider the use of experiential learning tasks to facilitate the development of study skills, as it has been suggested that such tasks aid student learning and the acquisition of skills.The authors outline a Level 1 module, delivered to a large cohort of students at a post‐1992 university in the United Kingdom, and designed to facilitate the development of study skills in a way that is consistent with Kolb’s experiential learning cycle. Their small‐scale and provisional examination of the first iteration of this module suggests that they have produced an initiative that encourages student engagement and facilitates learning in each of the four stages of Kolb’s cycle. However, wider investigation is required to ascertain the effectiveness of the initiative in allowing student access to some of the key aims of higher education.View full textDownload full textKeywordsstudy skills, Kolb’s cycle, experiential learningRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03098770903477060
机译：近年来，英国的学生人数大幅增长，学生进入高等教育的资格和技能范围更加多样化。在1992年以后的大学中，参与议程不断扩大，情况尤其如此，因为这些机构的非传统背景学生所占的比例更大。因此，大学需要考虑各种方法，以鼓励多样化的学生中的成就和成功，其中许多学生进入高等教育而没有有效学习所需的技能。在本文中，作者考虑了使用体验式学习任务来促进学习技能的发展，因为有人认为此类任务可以帮助学生学习和掌握技能。作者概述了一个1级模块，该模块已交付给大批学生在1992年英国一所大学后就读的学生，其设计旨在以与Kolb的体验学习周期一致的方式促进学习技能的发展。他们对本模块的第一次迭代进行了小规模的临时检查，表明他们已经提出了一项鼓励学生参与并促进Kolb循环四个阶段中每个阶段的学习的主动性。但是，需要进行更广泛的调查才能确定该计划在允许学生获得高等教育某些关键目标方面的有效性。查看全文下载全文关键字学习技能，科尔布斯周期，体验式学习相关var addthis_config = {ui_cobrand：“ Taylor ＆Francis Online”，services_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/03098770903477060

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