This paper presents a model of the challenges facing undergraduates transitioning to taught postgraduate studies developed from a grounded theory analysis of interviews with current and prospective taught postgraduates from a range of psychology programmes. The model reveals the importance of the visibility of current and recently taught…

Describes a continuing education course designed to develop students' confidence by equipping them with the skills needed for serious study. (JOW)

Courses designed to enhance the study skills in students at Plymouth Polytechnic and Kingston Polytechnic are outlined and examined. In the case of Plymouth Polytechnic, the research was centered on an evaluation of a program from Sussex University; the Kingston Polytechnic research included the course design. The Sussex University Advanced…

A British project is supporting open learning using computer-based materials to improve access to a return-to-study program for adults. In addition to multimedia, support is provided in the form of group study sessions, phone contact with tutors and mentors, and a supplementary workbook. (SK)

Recommendations include: (1) Students need guidance in note-taking and study habits; (2) Lectures should be improved to make note-taking easier; and (3) Handouts are essential to provide students with terms, references, and a clear outline of the lecture. (Author/PG)

Current approaches to helping students learn, chiefly in Britain and involving groups rather than individuals, are reviewed and related to research on learning. Four issues are explored: learning and studying; problems of subject and context; change, autonomy and the learner; and the relationship between research and development. (Author/JMD)

A follow-up to a survey of a group of students using the National Extension College's home study course, "How to Study Effectively", compares the progress of part of the workers enrolled under special union arrangements with that of a group of more traditional students. (EA)

A British study examined nursing modules enrolling 10-174 students; proportion of grades from coursework and from examinations; and student questionnaires. Nursing students performed less well in large classes and better when more coursework than exams were assessed. In large modules, they used surface more than deep approaches to study. (SK)

The development and application of a computer adventure game simulating the college experience for college-bound students are described. The game is intended to provide both a realistic role preview for prospective students and experience with computer interaction. (Author/MSE)

A former student of French language and French literature recalls how the lack of required essay-writing at a British Redbrick university affected other aspects of learning, including the abilities to compose good answers to examination questions, study effectively for finals, and understand the discipline. (MSE)

The development of a student-centered approach to learning to study is described, and its strengths and weaknesses are noted. Two study skills workshops run by the Open University are also outlined, along with practical tips on how to make them work. (LBH)

Introduces reading research from Great Britain, Sweden, and Australia. Discusses three conclusions from this literature particularly relevant to college reading specialists. (SR)

The development of a self-instruction package on making notes from reading which was designed for new students at Newcastle Polytechnic in the United Kingdom is described. Notemaking skills involve recognition of topics and topic sentences in a written text, picking out key content words in the text, recognition of key relationships and…

A collection of case studies illustrates the reactions of overseas and British bilingual students in higher education in Britain to a procedure used to initiate a self-directed learning program in study skills. The self-assessment procedure is briefly described and insights into students' feelings about learning are discussed. (Author/VWL)

The conception, development, and outcomes of workshops for Third World students, studying in a British university and having problems with study, research, and written communication skills, are described. The workshops addressed typical frustrations with study in a foreign language as well as specific research project needs. (MSE)