INDUCTION FOR PART TIME LECTURERS (20)

THEME FOURTEEN: SELF-STUDY AS TEACHING METHOD

1 INTRODUCTION

Self-study
Self-study is similar to the lecture method and group work but one of the various ways in which to facilitate learning. The various teaching methods or ways to facilitate learning can, in turn, be placed on a continuum such as is illustrated in the sketch below:
Continuum of teaching methods

Lecturer participation

Student participation and control


■ ■ ■ ■
Lecture Small Group Self study methods
Independent
Teaching ■ ■ ■ ■ self-study
Figure 1
Adapted from Bitzer and Venter (2002.)

It is widely known that self-study and independent learning, where the ratio of lecturer involvement to student participation is relatively small, is the ideal situation that every lecturer should nurture for his student as independent study in a program of continuous teaching. It is possibly the most important way in which a student can keep up with the explosion of knowledge in his subject during his education, and especially once he has successfully completed his degree. It can thus be stated that the sooner students learn to manage their own learning, the better prepared they will become in view of demands which will be made on them in their future. Phrases such as self-regulating learning, self-teaching, flexi-study, open learning etc. indicate teaching/learning situations in which students will have to exercise greater control over their own learning than at traditional lectures.

UNIT ONE: MULTIMEDIA LEARNING METHODS (SELF-STUDY METHODS)

One method which the lecturer can use to assist students in their progress on the road to an independent means of studying, is the self-study method. The work definition of the self-study module which is generally accepted, is that it is a self-caring learning method with a range of learning activities (learning actions) and self-evaluation activities which assist students in achieving clear formulated objectives which they can follow step-for-step and at their own rate. There are other self-study methods such as laboratory work, project work, internship etc. which are generally used. (see figure 1).

1. THE VALUE OF SELF-STUDY MODULES

Developments over the past decades in the field of student learning, as has become apparent from the works of Biggs (1985), Brown (1983), Entwistle (1985), Marton (1975), McCarthy (1986), Nisbett (Nisbett and Schucksmith, 1984 and many other, emphasize that students have different learning approaches and styles and that the lecturer should be able to accommodate these in his teaching.

Based on this research, it is possible to put together a framework of student learning which the lecturer can use as a guideline in his efforts to promote student learning (see p.11 for introductory remarks to the orientation seminar). One facet of framework is the idea of meta-learning, whereby the student could be attuned to continuously focusing on his own learning process, and to consciously endeavour to control this and, more specifically, to promote it (Biggs, 1985), in order to fully benefit from teaching.

Against this background, it must be emphasized that, just as the lecturer should use the framework for student learning as guideline in the lecture room, so also he should ensure that self-study modules (study material, learning material) which he provides to students, are also within the framework of student learning as guideline.

The value of self-study and self-study modules is that they in themselves promote student activities, effort, involvement etc. and the student is thus pertinently encouraged to reflect on his own learning, even to manage this, thus gradually developing meta-cognitive skills as well the ability to learn independently.

2. The place and value of self-study and self-study modules—The structure of self-study modules. The question arises on how the structure of the self-study module should be in order to maximally facilitate learning in students. There are no easy answers as research on this subjected has shown.

As point of departure, one can opt for a structure of the traditional self-study module which normally includes the following: (see pre-study material: The self-study module as teaching method in tertiary education).

Aim of the module and a review of the learning material.
Objectives of the student (learning objectives)
A rationale
Prerequisites
Advance test
Instructions or directives to students
Learning activities (experiences, actions)
Self-evaluation activities (self-testing)
Summaries of the learning material
Enrichment activities
Post test
Evaluation questionnaire

Investigations over the past 10 years about the effectiveness of the traditional self-study method have revealed that lecturers and students have raised the following general objections with the self-study modules.

In time, students soon lose interest due to a lack of motivation.

Students feel isolated due to a lack of communication with other students.

Lecturers find it time-consuming and expensive.

Students feel that they spend too much time on this.

Students (especially first years) are not capable of working on their own.

When feedback from students and lecturers on the various components of the self-study module is analysed, it appears that:

Approximately 80% of students do not pay much attention to objectives and goals.

60% of students give very little or not attention to the rationale, general instruction and prerequisites.

The advance test was not properly completed by students.

The self-assessment activities or self-tests were no longer completed at the end of the module by students.

The more the student advanced in the module, the more he/she lost interest or became careless.

The lecturer’s inputs still remain of prime importance:
compulsory assignments per module must still be marked, while some lecturers take in the work books and mark the exercises in order to ensure supervision over the students’ work.

Some lecturers were still physically in the class during the module periods.

It was thus evident from feedback given that the traditional self-study module which did not necessarily have the framework of student learning as a guideline, had serious shortfalls.

Secondly, it emphasized that the strategy of self-study was problematic in promoting student learning, as well as the complex nature of the teaching task of lecturers.

3. Recommendations with regard to a few components of the traditional self-study module for the promoting of self-study modules for the promoting of self-study learning

This is especially in regard to advance tests, post tests and self-evaluation activities where recommendations on the promoting of the meta-cognitive skills become applicable.

3.1 Advance tests

The advance tests must be compiled in such a way that only a student who followed a deep-level learning approach while mastering the learning material will be able to successfully write the test. Students can thus expect to obtain low marks in the advance test.

On completion of the test, they must indicate what problems they experienced and what changes they should make in their knowledge and skills while working through the self-study module. On completion of the advance test, a group session should be arranged with the students during which time they can share their experiences and determine their collective needs.

3.2 Self-evaluation activities

3.2.1 Learning activities must be regularly followed up by the planning of a self-evaluation activity in such a way that it especially affords the student an opportunity for reflective observation. In other words, the probable similarity of ideas by students of a certain important concept(s) must be presented to their peers in such a way that they are afforded an opportunity to reflect on their own experiences and observations of how others handle the process of learning concepts.

This abstract forming of concepts must be rounded off with a group session where the lecturer, as the authority on the subject, supplements these concepts, and converts them to subject terminology so that it becomes logical and useful to the student.

3.2.2 In a follow-up self-evaluation activity, the student must be confronted with a problem in which his newly acquired knowledge and skills must be applied. For the first application of this newly acquired knowledge the problem must be based on the learning material from the low cognitive levels, namely, knowledge, understanding and application. He must systematically be guided to the solution to the problem by means of questions so that he realises the importance of reflection on his newly acquired knowledge and what it means to him. Both the student and the lecturer must be given feedback on the performance and what other shortcomings there may be.

3.3 Post test

In a final evaluation activity the student must be given an assignment in which he is presented with a new problem based on the higher cognitive levels (analysis, synthesis, evaluation). This time the student must make use of new learning material contained in his reading assignment to solve the problem. The self-study module is then concluded with a final group session in which the student is given the opportunity to discuss their solution to the problem.

4. SUMMARY

It is clear that the self-study module which provides for maximal student learning also offers an opportunity for co-operative learning. At least three group sessions will be arranged to firstly make provision for the discussion of the advance tests, secondly for the rounding off of concepts and, thirdly, for an opportunity where problems relating to the self-study module and applications of the learning materials will be discussed as groups.

Reflective observation during which time students’ newly acquired concepts are presented to their peers, as well as the marking of the advance and post tests would have, in any case, been handled by computerised supportive self-study modules to limit further lecturer/student contact sessions.Any further practical implications of the above-mentioned recommendations will have to be fully developed when a lecturer plans a self-study module in collaboration with his Head of Department within the context of his subject.