Teaching Tip - Study Skills Videos

The purpose of LCC’s Operation 100% is for every student to reach their degree, certificate, or transfer goal. Unfortunately, many students don’t arrive in classes fully equipped to meet those goals. Educators have known for a long time that students who “know how to learn” and can self-regulate their learning activities are more successful; faculty can support students who lack such skills by helping them acquire those self-regulating behaviors (VanZile-Tamsen & Livingtson, 1999).

One simple way faculty can help students develop such self-regulating behaviors is directing them to existing videos explaining the study skills students need. Search YouTube for short videos that address a specific skill your students need. For instance, you may want to share a video about overcoming test anxiety or how to effectively read a textbook. You can share them with students in a number of ways:

• Have students watch an appropriate video as part of their homework or at the end of class. Then direct students to use the technique in preparing for the next class. Provide a task that both reviews course content and has students reflect on how they used their new study skill to effectively learn the material.
• If you are hesitant to take up class time, consider creating a custom D2L widget with an embedded study skills video. Remember to change the video regularly.
• While students are entering the room, play a video that could provide them with the study skills relevant to upcoming course work.
• Embed a link to a study skills video in your syllabus. For example, you can provide a link about proofreading or plagiarism if your syllabus emphasizes such issues. Include a question on the syllabus quiz about the video.

While many such videos exist, my favorite online purveyor of college success advice is "The College Info Geek," Thomas Frank. In addition to his YouTube videos, he also tweets advice under the handle @ThomasFranky as well as produces a blog and podcast that can be found at http://collegeinfogeek.com/.

VanZile-Tamsen, C., & Livingston, J. A. (1999). The differential impact of motivation on the self-regulated strategy use of high- and low-achieving college students. Journal of College Student Development, 40(1), 54.

If you would like to share your ideas or learn more about study skills videos, Stop by the Center for Teaching Excellence (Room 324 TLC) or email Leslie Johnson at farrisl@star.lcc.edu.