A survey on the learning support needs of university students The potentials of Study skills courses in the 21st century

Abstract

This study investigated the learning support needs of Hungarian university students and the potential of Study skills courses in the 21st century. Despite prior academic success, junior students often encounter challenges due to the university’s distinct learning environment. The research addressed questions about students’ learning backgrounds, awareness of learning styles, and expectations for the university’s Study skills course. A questionnaire was designed with the participation of 179 respondents from several seminar groups. We gathered comprehensive demographic information, including gender, age, academic programs, work engagement, residence details, commuting times, and the presence of learning difficulties. The results revealed variations in high school graduation years among full-time and part-time students, emphasizing diverse skill development needs. Students expressed varying levels of necessity for improvement in critical reading, presentation skills, information retrieval, collaboration, and creativity. The study highlighted a statistically significant difference between students’ self-perceived and actual dominant learning styles, indicating potential limitations in self-awareness. Moreover, students articulated expectations for a Study skills course, highlighting goals such as reflecting on 21st-century learning and clarifying course objectives. The findings offer valuable insights for adapting teaching methods and curriculum planning to better support students in the dynamic university learning environment.