Learning strategies

Definition

Learning strategies are specific techniques or methods used by individuals to enhance their understanding, retention, and application of information. These strategies can vary widely, including cognitive approaches like summarization and self-testing, as well as metacognitive practices such as planning, monitoring, and evaluating one’s own learning process. Effective learning strategies facilitate knowledge acquisition by enabling learners to engage more deeply with material and improve their overall performance.

5 Must Know Facts For Your Next Test

1. Learning strategies can be categorized into three main types: cognitive strategies (directly related to processing information), metacognitive strategies (regulating one's own learning), and resource management strategies (managing one's time and environment).
2. The use of diverse learning strategies has been shown to enhance academic performance by promoting better understanding and retention of information.
3. Effective learning strategies often involve active engagement with the material, such as discussing concepts with peers or teaching others.
4. Personalizing learning strategies to fit individual preferences and strengths can significantly improve the effectiveness of the learning process.
5. Research indicates that combining different types of learning strategies can lead to more robust learning outcomes, as it allows for multiple pathways to retrieve and apply knowledge.

Review Questions

• How do different types of learning strategies impact a student's ability to acquire knowledge?
  • Different types of learning strategies, such as cognitive, metacognitive, and resource management strategies, each play a crucial role in a student's ability to acquire knowledge. Cognitive strategies focus on how information is processed, helping students understand and retain material. Metacognitive strategies enable students to regulate their own learning by planning, monitoring their understanding, and reflecting on their progress. Resource management strategies help learners effectively allocate time and resources, ultimately enhancing their overall learning experience.
• Evaluate the effectiveness of retrieval practice as a learning strategy compared to passive review methods.
  • Retrieval practice is considered more effective than passive review methods because it actively engages the learner in recalling information from memory. This active recall strengthens memory traces and enhances long-term retention compared to simply re-reading notes or textbooks. Studies have shown that students who use retrieval practice perform better on assessments than those who rely solely on passive methods. By incorporating retrieval practice into their study routines, learners can significantly improve their ability to retain information over time.
• Synthesize how metacognition and cognitive load theory interact in the context of selecting effective learning strategies.
  • Metacognition and cognitive load theory interact closely when it comes to selecting effective learning strategies. Metacognition allows learners to assess their own understanding and adapt their study techniques based on what they find works best for them. Meanwhile, cognitive load theory emphasizes managing the amount of information processed at any given time to prevent overload. By being metacognitive, a learner can select strategies that align with their cognitive capacity—such as breaking down complex material into smaller chunks—thus optimizing their learning experience while maintaining an appropriate cognitive load.

Related terms

Cognitive Load Theory: A theory that emphasizes the capacity of working memory and how it impacts learning; it suggests that instructional methods should be designed to reduce extraneous cognitive load.

Metacognition:

The awareness and understanding of one’s own thought processes; it involves self-regulation of cognition through planning, monitoring, and evaluating one’s learning strategies.

Retrieval Practice: A learning strategy that involves recalling information from memory, which strengthens the memory trace and improves long-term retention of knowledge.