1. Successful law students as models for beginner students Anne Haarala-Muhonen Sari Lindblom-Ylänne Mirja Ruohoniemi The University of Helsinki

2. Aim of the study Explore first-year law students’ spontaneus descriptions of their learning activities in the beginning of university studies in the beginning of the second year, in the group of fast study pace students pace Create tools for counselling

3. Why students’ study pace was in focus? Entrance examination, 20% admitted per year to complete both the Bachelor’s and Master’s degrees Students are expected to gain: 180 ECTS in three years, Bachelor’s degree 120 ECTS in two years, Master’s degree Average graduation time in Law is 6.5 years Ministry of Education and Culture has set the target to shorten the study time. Funding is related to study time.

4. Participants Beginner students (n=243) answered an open-ended question: ”What is the best way for you to learn?” response rate 94% Fast study pace students (n=14) were interviewed in the beginning of the second year had earned 71-132 ECTS during the first study year (target 60 ECTS) represented 70% of fast study pace students The data were collected in autumn 2006

5. Analyses The beginner students’ answers and the fast study pace students’ interviews were analysed separately using the qualitative content analysis method (Silverman 2006) The data were analysed by authors independently The categories of data were coded to Atlas.ti Categorisation of comments in which there was differences between authors was discussed until full agreement

6. Results (1) – The beginner and fast study pace students’ learning activities classified into four categories Categories Learning activities The beginner studentsThe fast study pace students Generative study strategies I learn best by organising learning material. I find that drawing concept maps, different exercises and group work are natural ways for me to revise and analyse information. (Student B2) The most typical generative study strategies included constructing a general picture, discussing with peers, revising, reasoning and writing in one’s own words. Non-generative study strategies Copying notes and underlining text. (Student B119) I underline, even in library textbooks... It helps when I glance at the book when reviewing. I absorb the main things. (Student F4) Elements of organised effort --- First I look at old examination questions and analyse what had been emphasised in them. This helps me to recognise what might be important (Student F2). Modes of learning Reading and writing. Alone. (Student B120) ---

7. The fast study pace students’ recommendations to beginner students proper learning activities motivation planning and time-management skills target orientation general well-being active participation in lectures awareness of one’s own learning environment

8. Motivation Be inspired then you success! Planning skills Become evident your speed of reading Make a study plan and schedule Count page target for each day Learning activities Create a general picture During reading Dicuss with your study or work mates (juridical) Revision before new reading period and exam Environment Lectures and awareness of own TLE Read table of context Take copy from table of context Read text book with glancing method Think and create own examples and cases Create Mind Maps, own notes, list, rolls Notes to copy of table of index With table of context Make Mind Maps With your own notes Well-being Balance between studying and spare time ”Model” for effective learning at law studies

9. Conclusions Differences in the variety of learning activities The fast study pace students had found learning activities which were effective at the context of law and showed a model of succesful studying in law The beginners need to reflect more their learning activities and the demands of the teaching-learning environment The ”model” offers a useful tool for counselling

10. References Biggs, J. (2001). Enhancing learning: A matter of style or approach. In R.J. Sternber. & L. Zhang (Eds.) Perspectives of thinking, learning, and cognitive styles (pp. 73-102). Mahwah: Lawrence Erlbaum Associates. Entwistle, N.J., V. McCune, and P. Walker. 2001. Conceptions, styles, approaches within higher education: analytic abstractions and everyday experience. In Perspectives on thinking, learning, and cognitive styles, ed. R. J. Sternberg and L-F. Zhang, 73-102. United States of America: Lawrence Erlbaum Associates, Inc. Lahtinen, V., Lonka, K., & Lindblom-Ylänne, S. (1997). Spontaneous study strategies and the quality of knowledge construction. British Journal of Educational Psychology, 67, 13-24.