Complete thesis - Murdoch University

8.3.2 Approaches to studyingSome researchers in learning styles and study orientation suggest a student’s profile shouldalways be contextualised – a student will approach study for each unit differently, dependingon the demands placed on them by the learning environment, their previous experience andpersonal stance at the time. This section examines this concept by comparing the data ofthe Approaches to Study inventory previously applied to the RoLI instrument developedspecifically to address the context of student learning.ROLIStudy orchestration looks at individual students in relation to their learning environment.The concept was introduced by Meyer (1991) as a ‘contextualised study approach adoptedby individual students or groups of students’. Research undertaken in Finland (eg Lindblom-Ylänne (2004)) has shown that coherent or dissonant study orchestration is developed throughTable 8.10: Summary of RoLI subScales (adapted from Lindblom-Ylänne (2004))SubScaleExampleIND Thinking independently I know I have learned something when I canform counter arguments of my ownRID Relating ideas In learning new concepts or ideas I relate themas far as possible to what I already knowRER Rereading a text When re-reading a text I add to the meaning ofwhat I already know about itSDI Seeing things differently I believe that learning involves seeing thingsfrom a new perspectiveRAU Repetition aids understandinatingRepetition helps me to remember things by cre-a deeper impressionMAU Memorising after understandingI need to know the meaning of something beforeI can commit it to memoryMWU Memorising with understandinganisesKnowing the meaning of something in effect or-it in my memory at the same timeMAR Memorising as rehearsal I learn things that don’t make sense to me byreading them over and over until I can rememberthemMBU Memorising before understandingI need to commit something to memory beforeI can make meaning out of itFAC Learning is fact-based Learning means collecting all the facts that needto be rememberedKDF Knowledge discrete and Knowledge really just consists of pieces of informationfactualDER Detailed related thinking I have difficulty in fitting together facts and detailsto form an overall view of somethingFRA Fragmentation Much of what I have learned seems to consistof unrelated bits and pieces of information377