ABSTRACT
Summary: Working from the belief that learner control of learning requires both self-knowledge and knowledge of the learning possibilities available, the procedure described here was developed to provide an entry point into a Study Skills for Higher Education programme. It was to yield useful diagnostic information about the learners’ skills and, a the same time, assist in the creation of a relaxed and productive relationship between tutor and learners.
A questionnaire with built-in tasks was designed and trialled, taking into account the specific context in which it was to be used. The questions and tasks aimed to produce information on study habits and skills through an interactive process of action and introspection, at the same time giving the learner an overview of study skills that could be used in drawing up a learning programme. Trials of the questionnaire with potential learners revealed the advantages of this kind of approach, and some of the pitfalls.
