HO CHI MINH UNIVERSITY OF FOREIGN

LANGUAGES AND INFORMATION TECHNOLOGY

FACULTY OF FOREIGN LANGUAGES

———&–––

TERM PAPER

Study Effectively in University

FULL NAME : LE KIM SON DAI

ID:19DH712695

ADVISOR: HUYNH PHUOC HAI

HO CHI MINH CITY

JULY 4 ,2021
INSTRUCTOR’S ASSESSMENT      Student’s name: LE KIM SON DAI
 Criterion  Net marks  Assessment 

Attendance  2.0   

Topic  0.5   

Material Sources  1.0   

Outline  1.0   

Introduction  0.5   

Body  2.0   

Conclusion  0.5   

References  0.5   

Total  8.0 marks   

Final Product  2 marks   

 Study Effectively in University
Studying is very important in life because it brings knowledge and perception for
me, it also prepares to enter the new century. There are two measures which are my
best ways to study proficiently in university are take notes and work in group.

1. Take notes

One of the important ways of studying effectively in university is take notes.

Creating a mind map in your book is good for notetaking because I can focus on the
lecture and find related information to a topic. Moreover, it will be more virtual
clarification if I draw sub-branches to construct chief points of the topic. It is shown by
Weimer (2015), students need to take their own notes and they should not base on
getting the teacher’s notes but that is the thing what their obligation have done. These
researches do not prevent teachers from affording students with written material, an
outline of the day’s topic or a diagram, but it is needed by jog our memory “that it is
the process, the engagement with the material—the cognitive exercise involved in
recollecting, summarizing, reorganizing, and restructuring [the notes] that actually
matters the most.” (p. 98).In addition, Wax last updated (2020) said a mind-map can
bring a very productive way of “keeping track if the relationships between ideas. In the
center of a blank sheet of paper, you write the lecture’s main topic.” As you introduce
new sub-topics. “The kind of thing you’d create a new heading for in an outline”, it is
suggested drawing a branch outward from the center and writing the sub-topic along
the branch. “Then each point under that heading gets its own, smaller branch off the
main one. When another new sub-topic is mentioned, you draw a new main branch
from the center. And so on." The issue is, “if a point should go under the first heading
but you’re on the fourth heading, you can easily just draw it in on the first branch.”
Similarly, if a point relates to two distinct ideas, you might relate it to two distinct
branches. “If you want to neaten things up later, you can re-draw the map or type it up
using a program like Free Mind, a free mind-mapping program (some wikis even have
plug-ins for Free Mind mind-maps, in case you’re using a wiki to keep track of your
notes).” For example, May (2014) showed that “Obviously it is advantageous to draft
more complete notes that precisely capture the course content and allow for a verbatim
review of the material at a later date. Only it is not. New research by Pam Mueller and
Daniel Oppenheimer demonstrates that students who write out their notes on paper
actually learn more. Across three experiments, Mueller and Oppenheimer had students
take notes in during E-learning setting and then tested students on their memory for
factual detail, their conceptual understanding of the material, and their ability to
synthesize and generalize the information. Half of the students were instructed to take
notes with a laptop, and the other half were instructed to write the notes out by hand.
As in other studies, students who used laptops took more notes. In each study,
however, those who wrote out their notes by hand had a stronger conceptual
understanding and were more successful in applying and integrating the material than
those who used took notes with their laptops.” Weimer (2015) found that the research
was made by 577 college students, using questions in advance of interview and new
questions relevant to technology. As in per studies in advance. It was continuously
reported that taking notes is indispensable part of students in university because of its
flexibility. Moreover, “using a notebook or a laptop depending on course demands”
and they did not frequently decide to take notes in online courses.

2. Work in group

A remarkable method of studying efficiently in university is work in group.

Cooperating with your classmates makes study effectively because I can give
supplementary ideas for with my partners. Furthermore, it is recommended to get a
high concentration on solving issues. In addition, joint efforts to cement ideas and
creativities. According to Front (2014) From a point of view, collaboration could
perform as both a target “(i.e., learning collaborative abilities) and as the means (i.e., a
base for academic achievement) or both (Gillies,2003a, b; Johnson and Johnson, 2004;
Baines et al., 2007).” If the servant of mission is collaborative as a purpose, the
promotion of the group’s function is to develop undergraduates of team working
capacity social training and mutual techniques. Besides, meaningful of teamwork is
knowledgably academic acquisition, the group and cooperation in team spirit enhance
a base for undergraduates’ recognizable acquisition (Gillies, 2003a,b; Johnson and
Johnson, 2004; Baines et al., 2007). The contribution of teamwork acquires knowledge
and learning stimulation, “thus promoting academic performance.” The characteristics
of expertly coordination have developed efficient ways of togetherness. On the other
hand, the failure of teamworking is not effectively developed methods of
collaboration. "Well-organized working group with clear and distinct rules and
structures. Preparation and attendance for group work are aspects mentioned as
facilitating (and hampering) incitements. Group work in educational settings
sometimes entails that you, as a student, are forced to read and learn within a certain
period of time that is beyond your control.” Some candidates express the positive
pressure hence “increase the pressure to read chapters in time.” a basic factor of the
group contribution is students’ perception of how the team works. In a nutshell, the
most important is how much contribution of each participant contributes to the team
and to the work. “Groups considered to be well-working are ones where all members
contribute to the group’s work, but the content of the contribution may vary according
to the single member’s qualifications. We work well together (most of us). Everybody
participates in diverse ways and seems committed. Good, everybody participates the
same amount. We complement each other well.” For instance, in their study, Front
found that the pupils participated “in the group activity should learn something.” This
condition has affected previous research to mainly concentrate on ways to enhance
effectively in group work and “understand why some group work turns out favorably
and other group work sessions result in the opposite.” In a recent paper on this subject
found that “in the 20th century, there has been an increase in research about students’
cooperation in the classroom (Lou et al., 1996; Gillies and Boyle, 2010, 2011). This
increasing interest can be traced back to the fact that both researchers and teachers
have become aware of the positive effects that collaboration might have on students’
ability to learn. The main concern in the research area has been on how interaction and
cooperation among students influence learning and problem solving in groups
(Hammar Chiriac, 2011a,b).” The result proves that most of undergraduates (97%)
“experience that working in group facilitated learning, either academic knowledge,
collaborative abilities or both, accordingly confirming previous research (Johnson and
Johnson, 2004; Baines et al., 2007; Gillies and Boyle, 2010, 2011)”. The students said
they learn diversity and various things “when working in groups compared with
working individually. Academic knowledge was not the only type of knowledge
learned through group work. In addition to academic knowledge, students also gained
advanced knowledge about how groups work, how the students function as individual
members of groups and how other members behave and work in groups. Some of the
respondents also argued that group work might strengthen the combination between
empirical and theoretical learning, thus the students were learning about groups by
working in groups.”

In conclusion, there are two main methods that have positive effects on studying
in university are note-taking and teamwork. Note-taking helps to keep the daily work
in mind and take a note of the necessary works to learn proficiently and work in group
increase creative ability and collaboration with partners, it brings great effects on
work, studying. In my opinion, I suggest two ways of studying above as the best ways.

REFERENCES

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Gillies, R. M. (2003a). The behaviours, interactions, and perceptions of junior high
school students during small-group learning. J. Educ. Psychol. 95, 137–147. doi:
10.1037/0022-0663.95.1.137
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10.1080/10476210.2010.538045
Hammar Chiriac, E. (2011a). Research on Group Work in Education. New York: Nova
Science Publishers, Inc.
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(New York: Nova Science Publishers, Inc.), 25–44.
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Benjamin Hollis (2019): Note-taking habits of 21st Century college students:
implications for student learning, memory, and achievement, Memory
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