Abstract
This paper sets out the conceptual and empirical basis for the concept of study orchestration. The manifestation of study orchestration at a group, and at an individual level, is illustrated by means of an example that captures the range of individual differences, and of individual similarities, that typically occur. The interpretation and the categorisation of study orchestration is discussed and further illustrated by means of examples, as are the linkages between such categorisations and learning outcome. Disintegrated orchestrations, in particular, are discussed and interpreted in more detail by means of interview data. Important properties of individual study orchestration such as their stability and their contextual sensitivity are then addressed in terms of their contribution to intervention programmes for students who may be academically at risk. This paper concludes with a discussion of the concept of metaorchestration which is seen as a logical development of the concept of metalearning and which is viewed as having important consequences in terms of intervention programmes.
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Meyer, J.H.F. Study orchestration: the manifestation, interpretation and consequences of contextualised approaches to studying. High Educ 22, 297–316 (1991). https://doi.org/10.1007/BF00132293
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DOI: https://doi.org/10.1007/BF00132293