Self-reported online science learning strategies of non-traditional students studying a university preparation science course

Article


Crank, Russell and Spence, Jenny. 2024. "Self-reported online science learning strategies of non-traditional students studying a university preparation science course." Journal of Adult and Continuing Education. 30 (2), pp. 483-501. https://doi.org/10.1177/14779714241275872
Article Title

Self-reported online science learning strategies of non-traditional students studying a university preparation science course

ERA Journal ID20800
Article CategoryArticle
AuthorsCrank, Russell and Spence, Jenny
Journal TitleJournal of Adult and Continuing Education
Journal Citation30 (2), pp. 483-501
Number of Pages19
Year2024
PublisherSAGE Publications Ltd
Place of PublicationUnited Kingdom
ISSN1479-7194
1477-9714
1361-7788
Digital Object Identifier (DOI)https://doi.org/10.1177/14779714241275872
Web Address (URL)https://journals.sagepub.com/doi/full/10.1177/14779714241275872
Abstract

Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies.

KeywordsGeneral science education; study strategies; mature-aged students; underrepresented students; enabling programme; widening participation; higher education
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020399999. Other education not elsewhere classified
Byline AffiliationsAcademic Affairs Administration
UniSQ College
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