(378) EXPLORING PATTERNS OF USING LEARNING RESOURCES AS A GUIDELINE TO IMPROVE SELF-REVISION

摘要

An examination is a tool to measure a student's performance and their level of understanding. Manyuniversities provide general revision guides for students to prepare them for examinations, and thisguidance aims to increase the students' awareness of strategies for revision and for understandingmaterial before an examination. In fact, each individual student is more likely to have their own formof understanding and to operate differently in terms of organising materials and seeking information. Inorder to succeed in preparing materials before examinations, students need to understand the coursematerials that are provided by lecturers in the form of lecture slides, lecture notes and references, aswell as their own notes. However, students sometimes suffer from a short period of time for revision,excessive amounts of learning resources provided, or poor quality of learning resources. These canlead to ineffective revision processes, some of which are time-consuming or lead to a low level ofunderstanding.In order to provide technologies to address these issues, we need to understand how an individualstudent uses learning resources and which resources or strategies work well for them. The result of astudent's engagement in learning resources is of interest from both educational and technologicalperspectives. From an educational perspective, different ways of using of learning resources mayaffect the performance of a student - for example, students who spend more time on past exampapers may have better results than students who spent more time on textbooks.This paper, therefore, explores the use of learning resources of postgraduate students at the authors'university in the UK. A questionnaire survey was used to identify patterns of student participation inthe use of learning resources, their revision strategies, and difficulties students may have duringrevision.From a technological perspective, we have gained an insight into what kind of tools students need tosupport their use of learning resources - for example, organisation tools are available to supportstudents during revision, and students may gain benefits in term of rapid comprehension from havingdifferent points of view on learning content. This research also reveals strategies for using learningresources for revision as well as potential issues that need to be addressed. Additionally we proposepotential ideas for designing presentation and organisation tools that may support a student's revision.