How should learning to learn be addressed in university?

Interview excerpts / What are these excerpts telling us?
Cannot apply
1 / Useful [the L2L materials]. But it’s hard to apply … (J/s1:114)
2 / We received the information [of L2L], but we don’t know how this information can be used. (O/s3:18)
3 / When you give them [L2L] in such general terms we don’t know how to apply them …perhaps does it for every subject, since each has its own method. (E/s2:253-5)
4 / The material should be less general. It should be targeted for individual subject. (E/s1:263)
Fighting a battle on a piece of paper
5 / It [L2L] should go along with the process of [learning]…. I think things should go simultaneously, this would make us understand more the content of the [L2L] booklets … (O/s3:33)
6 / … couldn’t see the relevance if these [L2L materials] were introduced too early… We could see its usefulnessonly when we have something to work on which have to do with these. (O/s2:211)
7 / Say we have a new project, and we must use these methods, that would force us to do those things, then we probably would learn those things immediately and remember them better…I think I’ll learn more in this way…(C/s1:309)
8 / The ideas in this book should be learned from experience. Only when you do it would you learn it. … without a practical opportunity to try them is like fighting a battle on a piece of paper, the impact would be just small (C3/s1:315)

How should learning to learn be addressed in university?(continued)

Interview excerpts / What are these excerpts telling us?
No test, no learning
12 / If there isn’t any assignments [on L2L materials], it’ll be hard to spare time for this. (R/s4:372)
13 / The workshop said that we should go for quality instead of quantity… But, in exam, there’s little chance to have time to consider the question deeply… my way is to write down everything in my mind to see if they hit. (I/s1:64-70)
14 / Actually, if you can use this [SOLO taxonomy] as the marking scheme…I am sure that students will observe itseriously. (O/s2:269)
Hard to change
9 / We have been spoon-fed for so long…we were habitualized to doing things that way…it’s hard to change the habit. (F/s3:96)
10 / Workshops only serve an introductory function. If you want students to change, then you need to follow up, perhaps every week. Not just introducing it then leaving it to them, and don't care whether they can use it or not. It is hard to change. (E/s3:251-2)
11 / But workshop is really too short…the skills should be strengthened in the University environment everyday… (F/s2:91)

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