Question

Did you learn what you expected to learn? If yes, how might you use what you learned in the future in your life or profession? Write a journal addressing these questions. ​

Answer 1

When we start our studies, all of us already have different kinds of study skills. Our motivation springs from different sources, as does our general attitude to our studies. Nevertheless, regardless of where we are coming from, we need to take many things into consideration in our studies. Study success requires clear objectives, motivation, planning, self discipline, self confidence, good study habits and a positive attitude. Being physically fit is also helpful. Now that’s quite a list!

It is relevant here to ask if motivation and the ability to make plans and set objectives are inborn traits? And what about good reading and study habits, a positive attitude and physical fitness? How self confident were we when we were born? Indeed, we must assume that we are not born with the above. These are not inborn traits; we have learned and developed them and many others through the course of our lives. (Ringom 1994.)

As a student, you are given an excellent opportunity to develop not just your study skills, but also many other skills useful in life. These skills will help you to succeed in challenging tasks after graduation.

We hope that the following pages will help you to reflect upon your own study skills and habits. The discussion proceeds on a rather general level. Should some topics raise your interest, however, we encourage you to dig deeper, for example by familiarising yourself with the reference literature provided at the end of this guide. You can also find lots of study tips on the net.

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STUDY ORIENTATION

According to Entwistle and Ramsden (1983), one’s study orientation refers to both one's study outlook and well as one's studies in practice. Study orientation can be classified into four basic types (Lonka 1996):

SHALLOW ORIENTATION is characterised by learning by memorisation at the expense of understanding. The student who adopts this orientation often simply aims to pass rather than to genuinely learn new things. He or she pays excess attention to detail and external formalities, and routinely simply does what he or she is told. The student may answer exam questions correctly, but nevertheless an overall picture is missing. This type of study orientation generally correlates with poor or at most mediocre performance.

DEEP ORIENTATION involves a genuine motivation to understand what is studied. Students who adopt this orientation have an easier time learning both the detail and the big picture because the topics studied are placed in a meaningful context. A deep orientation fosters interest in conclusions and how they are made. Motivation is driven more by an interest in the topic, and less by performance as such. Exam answers describe, assess and are critical. In addition, the student shows that he or she has understood the big picture, and may illuminate upon this by means of examples. Students that have a deep orientation generally also enjoy their studies.

SOCIAL ORIENTATION is characterised by high interest in the social aspect of studies, rather than studies as such. A strong social orientation often also correlates with poor study success. On the other hand, it should be remembered friendships made during one’s studies can be infinitely rewarding!

PERFORMANCE ORIENTATION involves a systematic and structured approach to achieve set objectives. Students with a strong performance based orientation are able to tactically change their orientation from shallow to deep, for example, depending on how teachers reward performance.

Students with this kind of orientation plan their studies well, set timetables and develop successful study strategies. A deep performance based orientation combined with independence and a positive attitude are traits that lead to study success. A performance orientation is a skill that you can develop throughout your studies. (Cf. Lindblom-Ylänne, Nevgi and Kaivola 2003).

We encourage you to reflect upon your study orientation at various stages of your studies. In what ways are your study habits successful? What should be done differently?

We encourage you also to learn more from the literature on good study habits, e.g. Lindblom-Ylänne (2001).