Making the most of assigned readings: Some alternative strategies

This paper addresses the problem of students coming to tutorials not having done the assigned reading. It reviews three approaches to promote student reading and addresses why they failed. It then presents the results of a survey with one tutorial group that explores students’ motivations to prepare for tutorials. Drawing on the students’ responses and the literature on cooperative learning, the paper concludes with suggestions for ways to encourage reading and interdependent learning by building a sense of community among the students.