Study Skills for Higher Education (Pass Criteria)

This essay discusses the challenges faced by students in active listening and provides suggestions for developing this skill for better learning outcomes in higher education. It covers topics such as the importance of active listening, obstacles faced by students, and strategies for improving listening skills. The essay also includes references to relevant books and journals. Course code, course name, and college/university are not mentioned.

Study Skills for Higher
Education

Contents
PROJECT 2......................................................................................................................................1
INTRODUCTION ..........................................................................................................................1
MAIN BODY ..................................................................................................................................1
Discussion of active listening challenges that are faced by students at university while
attending lectures .......................................................................................................................1
Explanation on how students develop their active listening skills..............................................2
CONCLUSION ...............................................................................................................................5
REFERENCES................................................................................................................................1

PROJECT 2
INTRODUCTION
Skill of Listening intently and can regarded as responsiveness to people which shall
assist them to intensify their individual and mutual discernment. It may be regarded as a
pertinent undertaking by individuals for eradicating tension in conjunction with finding
resolution to variety of issues. It may be of use while mitigating and containig the fallout of a
bad situation in an amiable way. (Spataro, and Bloch, 2018)An individual is required to be retain
the information relating to the conversation which can be attained by being absorbed with details
of what is being conversed.
It assists in gathering the side of the converser in conjunction with emotions attached to
them. It promotes a culture which makes people feel respected and people making careful
considerations while responding back. It mainly consists of output which aid in depiction of
ideas of another people regarding the occurrences. The following essay brings out nature and
scope of obstacles faced by students at university with regard to listening actively and makes
suggestion for evolving such abilities in an amicable manner.(Ramachandran, and Rodriguez, ,
2020)
MAIN BODY
Discussion of active listening challenges that are faced by students at university while attending
lectures
Listening actively connotes responding with complete set of senses by the person
listening. It is pertinent to build communicative abilities through listening abilities as it helps
make their spoken content being relevant. (Gaffas, 2019)
Students are contended with a variety of of problems while attending lectures, tutorials
and discussions during class. One of the major challenge relates to them being surrounded by a
variety of content that they haven't been introduced to before. Introduction of ever so newer
chapters hinder the capability of students to listen actively. The content which is being
introduced to them for the first time may appear to be overwhelming and of boring nature which
takes them to the route of ignorance and indifference toward the lecture and lecturer. (Kurt,
Atay, and Öztürk, 2022)
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Lack of familiarity with the content leads students to not pay attention to lectures.
Further if the accent of the teacher is not familiar to the students then thier comprehension of
topic may suffer. Lack of familiarity with accent can either be due to the the accent being native
or non native.(Uchihara, and Harada, 2018)
It can be clearly deduced from various studies that if students are unfamiliar with a
particular accent then thee face issues such as not understanding the content shying away from
asking questions etc for instance if a listener is used to hearing American accent then he can face
issues while listening to a Chinese English accent which can make the person listening feel at
unease while comprehending and put off their concentration making it nearly impossible to
gather something out of the whole conversation.
Students of university already face challenge in relation to shorter spans of concentration
relative to the lecture time period which can affect their academic trajectories. If students have to
contend with very long hours of lectures and discourse of intellectual stimulation through
actively debating or discussing the topic then it's basic psychological principle that their listening
would not be of fruitful nature and if their interest is not piqued then it is not retained by long
term memory. Other obstacles include the duration of listening and the velocity of the discussion
being fast and the attributes of pre-recorded materials.(El Miedany, 2019)
It assumes substantial significance for the lecture providers to maintain the velocity and
length of the content of the lecture because the students have to take in lot of information at once
and it has been shown through various studies that lack of cultural knowledge pertaining to a
particular language plays a vital role in comprehension of the learners. So if the content of
lecture contains different material nuances of cultures then information should be arranged in
such a way and disseminated in such a way that the students can comprehend the entirety of what
it relates to. The recorded materials should be checked and arranged to have best possible
quality to retain the concentration of students. In some cases the lecturer may use pre-recorded
tutorials which may not conform to proper quality standard and due to which the comprehending
power of students may go for a toss. Ambushing is attack on speaker with unnecessary judging
through compiling of material which can be used to contradict the speaker at a later stage.
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They are some of the obstacles faced by students which results in them overlooking
pertinent information related to the lecture which proves to be detrimental to teaching outcomes.
Explanation on how students develop their active listening skills
Its been analysed that students who pay attention are very good learners in addition to
being fast processors of information as they can comprehend an topic they can make deduction
regarding future course of the topic. The intent needs to be gathered by studentswhile
concentrating on the material that been put in front of them. The point around which the whole
topic revolves and its logical chronology of events can make students better learners. Minute
details such as surrounding circumstances and anecdotes or other such details which can
contribute to the learning outcome need to be paid heed in order to get a clarity on the subject.
For intensifying or evolving active learning skills in an efficient manner learners need to account
for what it is they have learnt and compare it to the intended learning outcome of the lecturer
when the class gets over. It assumes particular significance when they want to improve upon
their retentive learning rabbits. Jotting down every detail is the quality of a listener who is not
paying attention or not comprehending what the material is about which can lead students form
an unhealthy habit where in they don't comprehend the gravity or the focal point of the material.
In contrast an individual paying close attention only writes the material which has
significant implications for the topic in addition to his own ideas and deduction about the subject
since they have good grasp of what the lecturer intends for the students to learn and focus upon.
For evolving their active listening skills students should only note the material which contributes
substantially to their knowledge of the topic. It is not uncommon for students to become
overwhelmed with information when the teacher is in process of discussing topics which are
complex in nature in which case they can hear every word of lecture but are unable to logically
arrange them inside their brain or make any deduction which logically follow from that particular
topic. Therefore it is pertinent for the learners to concentrate on the lectures in an manner which
gives them a bird's eye perspective to hone in on their active learning skills.
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Strategies of a wide nature could be adopted by learners for evolving their learning and
deducing skills in a manner that is efficient. To evolve their deduction skills learners should
keep focused on what it is that the lecturer wants to convey by keeping singular focus on to the
teacher. It is not important for students to subscribe the way of thinking that the lecturer may
have rather evaluation and formation of one's own ideas should take place in order to retain the
information. Sometimes it may happen that they miss out certain information in which case they
may ask their professors to repeat what was being said. (Bdair, , 2021)
It is advisable for the learners to maintain eye contact with the speaker which can help
them to modify their concentration on the material being put in front of them. It is tantamount for
the students to be patient when the lecturer makes their points on the topic for processing in
a way that is strategic, impatience of student can divert the focus of of the lecturer and make him
less intent delivering the points effectively rather learners can jot down their queries for
clarification at the conclusion of the lecture when the lecturer can give undivided attention to
what is being asked. This way students can pay attention to what is being said and resolve their
queries in a manner conducive to the class environment for better learning outcomes. It is
pertinent for the learners to deduce the lecture in their very own words as it continuously
stimulates the brain and resultantly they don't loose focus.
In order to enhance listening skills learners should concentrate on non verbal form of
information dissemination in conjunction with what the professor actually says during the class.
In order to solidify or crystallize their understanding the students need to keep in mind the cues
which are non verbal in nature. So to crystallize their understanding students can use the PACE
method which suggests finding out the purpose of lecture, then asking question and then
conducting analysis of body language of the lecturer to ensure rapport and being thankful for the
inputs provided. It is of supreme importance to the students that their curiosity remains
unhindered while their lecture is going on for motivational purposes as well as to crystallize their
understanding of the topic. It remains pertinent for the learners to empathise which validates the
understanding of the topic in an manner that is effective.
4

For evolving listening skills, learners can attend to how the body language changes and
posture change while a particular topic is under discussion. Language of the body of students
tends convey certain aspects of students to the professor in conjunction with students themselves.
If the student is not in a position which can be considered proper it follows that they are not
paying attention to what is being said. Further the educate e must do away with all the things
which have a tendency to distract them from the lecture such as gadgetry and social media they
must maintain eye contact and discern the body language which is impeded if they have been
looking at their phones. Students should be aware of themselves and what it entails if they are
kept away by distracting gadgetry .(Osborne, 2019.)
It is necessary for the enrollee to be in the right state of mind for learning before the
lecture and should not be in a habit of posture which is not suited for learning . It has been
deduced that that for evolution of learning skills happens contentiously and right training and
conditioning of the mind should be done to effectively process the information which is being
presented to them. They should prepare before a lecture in order to gain interest in what is being
discussed and compare their learning outcomes after the lecture is over to what was the intended
learning outcome.(Brown, 2020)
CONCLUSION
From the essay above it can be logically concluded that skills for listening should be
evolved in a strategic manner to improve the learning outcomes of students which is pertinent
both for the educators and dedicatee. Skill for communicating effectively can be efficiently
improved by focusing on listening skill which can help students to perform exceptionally when
it comes to the institution of knowledge or of business.(Eringfeld, 2021)Listening actively
concerns itself with imbibing trust factor and formation of connection which assist learners to
solve a wide variety of obstacles. These skills should be continuously evolved to train the mind
in such a way that benefits students themselves and the institution they align with. For this
evolution to take place they should not absent themselves from the class and not be absent
minded while in class by removing electronic items which may distract them from the topic.
Major factors which can impede the listening skills are not being familiar with the accent , poor
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quality of pre-recorded tutorials, very lengthy content which makes them harder to grasp and
kills the curiosity of the learner.
6

REFERENCES
Books and Journals:
Bdair, I.A., 2021. Nursing students' and faculty members' perspectives about online learning
during COVID-19 pandemic: A qualitative study. Teaching and Learning in
Nursing, 16(3), pp.220-226.
Brown, M., 2020. Seeing students at scale: How faculty in large lecture courses act upon
learning analytics dashboard data. Teaching in Higher Education, 25(4), pp.384-400.
El Miedany, Y., 2019. Flipped learning. In Rheumatology Teaching (pp. 285-303). Springer.
Eringfeld, S., 2021. Higher education and its post-coronial future: utopian hopes and dystopian
fears at Cambridge University during Covid-19. Studies in Higher Education, 46(1),
pp.146-157.
Gaffas, Z.M., 2019. Students’ perceptions of the impact of EGP and ESP courses on their
English language development: Voices from Saudi Arabia. Journal of English for
Academic Purposes, 42, p.100797.
Kurt, G., Atay, D. and Öztürk, H.A., 2022. Student engagement in K12 online education during
the pandemic: The case of Turkey. Journal of Research on Technology in
Education, 54(sup1), pp.S31-S47.
Osborne, T., 2019. Not lazy, not faking: teaching and learning experiences of university students
with disabilities. Disability & Society, 34(2), pp.228-252.
Ramachandran, R. and Rodriguez, M.C., 2020. Student perspectives on remote learning in a
large organic chemistry lecture course. Journal of Chemical Education, 97(9), pp.2565-
2572.
Spataro, S.E. and Bloch, J., 2018. “Can you repeat that?” Teaching active listening in
management education. Journal of Management Education, 42(2), pp.168-198.
Uchihara, T. and Harada, T., 2018. Roles of vocabulary knowledge for success in English‐
medium instruction: Self‐perceptions and academic outcomes of Japanese
undergraduates. Tesol Quarterly, 52(3), pp.564-587.