Stop Cramming, Start Learning

Main idea

The website Stop Cramming (www.stopcramming.be) informs students about how to process their course content in five steps, teaches them how to plan, how to get more out of the classes they take and how to best prepare for evaluations.

Outline

Starting in higher education requires an adaptation. Many students look for a (more) suitable study method.

The website Stop Cramming (www.stopcramming.be) supports students at each stage of their study process. The website not only informs them about how to process their course content in five steps, but also teaches them how to plan, how to get more out of the classes they take and how to best prepare for evaluations.

The website collects material to strengthen skills around four main subjects:

1. Planning
   How to set personal priorities? How to make an efficient planning? How to handle procrastination?
2. Taking classes
   What to do if you do not fully understand new vocabulary in class? How to listen attentively and with focus? What is ‘taking smart notes’?
3. Processing course content in five steps
   1. Exploring
      Explore your syllabus.
   2. Structuring
      Find the essentials and structure them.
   3. Schematising
      Get active and make schemes.
   4. Memorising
      Memorise systematically.
   5. Repeating
      Capture and apply your course content.
4. Preparing for evaluations
   What evaluation methods are there? How to successfully get through the exam period? What things should you better do and avoid?

Who organizes?

The website Stop Cramming was developed by the Office of Study and Career Guidance at Artevelde University of Applied Sciences (AUAS).

Main purpose

The website was developed to increase the learning competences of students and prospective students.

 

Goals

• Students can use this website to independently develop an efficient and effective study method.
• Staff members (e.g., lecturers and language coaches) and people outside of AUAS can use this website (to support students) throughout their study career.
• Improving study success
• Improving learning competences
• Helping students prepare for exams, plan, attend classes, etc.
• Offering information to staff to better support students
• Promoting AUAS to the outside world
• Letting students know that they can find support when it comes to studying
• Helping prospective students prepare for higher education

Obstacles targetted:

• Educational difficulties

Students involvement

Students are not involved in the design or delivery.

Inspiration and evidence

The information on the website is based on literature on improving learning competences. AUAS has also done a study with students to gain insight in why they take notes during class. The results of this study are shared on the website to inspire other students to take notes as well.

Success criteria

• The information on the website is evidence-based.
• The information on the website well-organized.
• All types of evaluations are mentioned.
• There are a lot of examples, exercises, and checklists.
• The website is valuable for and can be used by different groups (staff, prospective students, students, people outside of AUAS).
• People can find everything they need to know on one website instead of having to find the information across the internet.
• The five steps for processing course content are easy to grasp and apply.

Points of attention

• It would be nice to involve students more (e.g., in video testimonials).
• It would be nice to add more visual information.

Do you feel you can effectively provide the support that students require?

We strongly agree.

Would you recommend this to other institutions?

strongly agree

Evaluation

Coaches and lecturers listen to students’ feedback and pass it on to the right people. They are also free to give feedback themselves.

What has been adapted?

• The website used to only offer information on study methods, but there’s a lot leading up to the moment a student starts studying. This motivated AUAS to add three more subjects to the website: planning, taking classes and preparing for evaluations.
• The layout has gone through changes.
• The website is a work in progress. New evidence (e.g., a study comparing the effectiveness of taking digital notes versus taking notes on paper) or new ways of teaching (e.g., online lectures) and evaluating can lead to new tips being formulated.
• The information on the website was geared towards students from bachelors’ programmes, but now it’s also for those studying for a graduate degree. The language has been adjusted so that the information is applicable to all students as much as possible.
• The tone of the website was adjusted so that students would be more intrinsically motivated. ‘You have to do this and that.’ became ‘This is what you would gain by following these steps.’ There are also more examples from students themselves.

Communication

• The website in mentioned in booklets and flyers.
• There’s a flyer about the website.
• It’s mentioned in communication targeted towards secondary schools.
• It’s mentioned during entry-level courses.
• Students are referred to the website by staff members and lecturers.
• It’s mentioned on AUAS’ online platform.
• It’s mentioned on social media.
• It’s mentioned in newsletters.

Resources

• A web developer
• Diverse content that fits the needs of the students (e.g., videos, tips, exercises…)
• Promo material and enough communication about the website

Extra information

• Stop Cramming
• Leaflet (pdf)

Transferability

We think it is easily transferable to other contexts or groups.

The website can be an inspiration for others.

Universal Design

The design of the website is based on the principles of Universal Design:

• The font and paragraph distribution are compatible with reading software.
• There are no unnecessary pictures. All the pictures serve a purpose.
• The information is targeted towards all students, regardless of their study programme.
• There is information on the website about reading software. Although dyslexia isn’t explicitly mentioned, this information is valuable for students with this learning disability.
• A summary of the website is available on paper.