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Article: A heuristic approach to student learning: A Hong Kong perspective

TitleA heuristic approach to student learning: A Hong Kong perspective
Authors
Keywords21st century learning
Faculty-librarian collaboration
Learning commons
Student learning
The university of Hong Kong
Undergraduate curriculum reform
Issue Date2010
PublisherCommon Ground. The Journal's web site is located at http://www.learning-journal.com
Citation
International Journal Of Learning, 2010, v. 17 n. 2, p. 451-462 How to Cite?
AbstractStudents today are challenged to acquire knowledge and skills to think critically, contextually, and to transfer knowledge to exceed expectations. The learning process often requires heuristic inquiry that utilizes access to all types of information resources. This presents opportunities and challenges for information service support to integrate resources into the curriculum to enable the students to carry on learning beyond the classroom. In response to the changing academic landscape at the University of Hong Kong, it is necessary to align the information service role of the library with the mission of the University to assume an active and relevant partnering role. One of the major challenges is to better understand how to reach the students to enable learning and discovery within their curricula, to enrich their inquiring mind through engaged use of information which is increasingly interdisciplinary, distributed in digital and media. In Hong Kong where local secondary education is more exam based and students concentrate on tackling model questions and answers for exams but are not used to research for scholarly information, librarians have a role in helping students make the transition to face the different study approach at university. How can librarians assist students to develop better in their studies to enrich their learning experience? The study presented in this paper uses a student learning activity to investigate the students' research habits and the impact of information research assistance on their research skills and assessment result. Research findings generally suggest that there is some correlation between the increased quality of student research as exhibited in the student's grade on the assignment when students are exposed to research assistance. The findings of the study will be used to guide the development of an appropriate strategy in information instruction support to enrich the learning process. © Common Ground, Gayle R. Y. C. Chan.
Persistent Identifierhttp://hdl.handle.net/10722/173831
ISSN
2015 SCImago Journal Rankings: 0.111
References

 

DC FieldValueLanguage
dc.contributor.authorChan, GRYCen_HK
dc.date.accessioned2012-11-05T02:14:51Z-
dc.date.available2012-11-05T02:14:51Z-
dc.date.issued2010en_HK
dc.identifier.citationInternational Journal Of Learning, 2010, v. 17 n. 2, p. 451-462en_HK
dc.identifier.issn1447-9494en_HK
dc.identifier.urihttp://hdl.handle.net/10722/173831-
dc.description.abstractStudents today are challenged to acquire knowledge and skills to think critically, contextually, and to transfer knowledge to exceed expectations. The learning process often requires heuristic inquiry that utilizes access to all types of information resources. This presents opportunities and challenges for information service support to integrate resources into the curriculum to enable the students to carry on learning beyond the classroom. In response to the changing academic landscape at the University of Hong Kong, it is necessary to align the information service role of the library with the mission of the University to assume an active and relevant partnering role. One of the major challenges is to better understand how to reach the students to enable learning and discovery within their curricula, to enrich their inquiring mind through engaged use of information which is increasingly interdisciplinary, distributed in digital and media. In Hong Kong where local secondary education is more exam based and students concentrate on tackling model questions and answers for exams but are not used to research for scholarly information, librarians have a role in helping students make the transition to face the different study approach at university. How can librarians assist students to develop better in their studies to enrich their learning experience? The study presented in this paper uses a student learning activity to investigate the students' research habits and the impact of information research assistance on their research skills and assessment result. Research findings generally suggest that there is some correlation between the increased quality of student research as exhibited in the student's grade on the assignment when students are exposed to research assistance. The findings of the study will be used to guide the development of an appropriate strategy in information instruction support to enrich the learning process. © Common Ground, Gayle R. Y. C. Chan.en_HK
dc.languageeng-
dc.publisherCommon Ground. The Journal's web site is located at http://www.learning-journal.comen_HK
dc.relation.ispartofInternational Journal of Learningen_HK
dc.rightsInternational Journal of Learning. Copyright © Common Ground.-
dc.rightsNOTICE: Readers must contact Common Ground for permission to reproduce.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject21st century learningen_HK
dc.subjectFaculty-librarian collaborationen_HK
dc.subjectLearning commonsen_HK
dc.subjectStudent learningen_HK
dc.subjectThe university of Hong Kongen_HK
dc.subjectUndergraduate curriculum reformen_HK
dc.titleA heuristic approach to student learning: A Hong Kong perspectiveen_HK
dc.typeArticleen_HK
dc.identifier.emailChan, GRYC: gryclibr@hkucc.hku.hken_HK
dc.identifier.authorityChan, GRYC=rp01716en_HK
dc.description.naturepublished_or_final_version-
dc.identifier.scopuseid_2-s2.0-77957311840en_HK
dc.identifier.hkuros179696-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77957311840&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume17en_HK
dc.identifier.issue2en_HK
dc.identifier.spage451en_HK
dc.identifier.epage462en_HK
dc.publisher.placeAustraliaen_HK
dc.identifier.scopusauthoridChan, GRYC=8710888200en_HK

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