Academic Studying: The Role of Learning Strategies

Thomas, John W.; Rohwer, William D.

doi:10.1080/00461520.1986.9653022

Cited by 84 publications

(47 citation statements)

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“…According to Wittrock's model of generative learning, students comprehend and remember new material best when they use their own prior knowledge and experience to reconstruct presented information in new, personally meaningful ways and, in particular, when they build relationships among the new ideas and between that new information and their own knowledge and experience base (Wittrock, 1990). This approach to learning is consistent with current constructivist views of learning (for reviews, see Meyers, Cohen, & Schleser, 1989;Paris & Byrnes, 1989), which argue that reformulating given information or generating new information based on what is provided helps a student to build extensive cognitive structures connecting the new ideas together and linking them to what that student already knows (see also Brown & Campione, 1986;Brown, Bransford, Ferrara, & Campione, 1983;Doctorow, Wittrock, & Marks, 1978;Mayer, 1981;Mayer, 1984;Thomas & Rhower, 1986). According to this view, creating such elaborated structures in long-term memory facilitates understanding of the new material and makes it easier to remember.…”

Section: Kingmentioning

confidence: 52%

Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures

King

1992

American Educational Research Journal

268

108

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Underprepared college students in three conditions viewed a lecture, took notes, and then engaged in their respective study strategies. Those trained in questioning generated (and answered) their own questions based on the lecture, those trained in summarizing wrote original summaries of the lecture, and those in an untrained control group simply reviewed their lecture notes. At immediate testing, summarizers recalled more of the lecture content than did self-questioners, who in turn outperformed notetaking-reviewers. On a retention test of lecture content one week later, the self-questioners performed somewhat better than the summarizers and significantly better than the notetaking-reviewers. Self-questioners' and summarizers' lecture notes contained more ideas from the lecture than did those of the notetaking-review students. Use of these generative study strategies appears to enhance learning from lectures by improving encoding both during the lecture and following the lecture; and for longterm retention of lecture material, self-questioning may be a more effective study strategy than summarizing.

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Section: Kingmentioning

confidence: 52%

Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures

King

1992

American Educational Research Journal

268

108

View full text Add to dashboard Cite

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“…Similarly, Hansen (2003) concludes that the process of "outlining" assists in the long-term memory storage of large and diverse sets of information and improves undergraduate marketing student performance and learning through the mechanisms of chunking, rehearsal, and elaboration. Based on this literature, it seems likely that pedagogical techniques that assist with the student organization of course materials will enhance learning and retention as well (Gurung and Bord 2008;Thomas and Rohwer 1986).…”

Section: Literature Review and Hypothesesmentioning

confidence: 98%

Summarize, Synthesize, and Space: The Relative Effects of Organization, Repetition, and Spacing on Student Performance

Saber

2010

Marketing Education Review

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The effectiveness of using instructor-and student-generated course summaries and a related synthesis task was considered in experiments involving 290 undergraduate students in four principles of marketing classes. Students were exposed to one of four conditions: control, instructor-provided course summaries, student-generated course summaries, and student-generated course summaries plus a synthesis task pertaining to the target materials. Student performance on the comprehensive multiple-choice and long answer final examination was significantly different in the conditions, and the student-generated summaries plus synthesis task condition showed the most significant positive effect on student examination performance. Implications for teaching strategies are discussed.

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“…Self-regulated learning describes a student's ability to plan, implement and evaluate personal learning (Schunk & Zimmerman, 1994;Winne & Perry, 2000). The study behaviour of college students seems appropriately explained as self-regulated (Thomas & Rohwer, 1986;Winne & Hadwin, 1998;Zimmerman, 1990). Self-regulated learning depends on a combination of cognitive strategies, metacognition and motivation (Zimmerman, 2000).…”

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confidence: 99%

Estimating the degree of failed understanding: a possible role for online technology

Grabe

Holfeld

2013

Computer Assisted Learning

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Accurate identification of what a learner does not know is essential for efficient self-directed learning. The accuracy of this awareness, often described as calibration, has been operationalized in several ways. Calibration data are often collected in applied settings by having students predict a future examination score. This method is efficient but not a direct measurement of the awareness of specific strengths and weaknesses. Online technology allows a practical way to collect more specific, local data; that is, the accuracy of confidence ratings for individual assessment items. These two methods of estimating calibration, global and local, were contrasted as predictors of performance in an introductory college course. Both measures were demonstrated to be significant and unique predictors of future examination performance. Online study environments requiring certitude judgments for study questions and offering immediate opportunities for review may offer the means for improving the efficiency of self-directed learning.

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Academic Studying: The Role of Learning Strategies

Cited by 84 publications

References 0 publications

Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures

Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures

Summarize, Synthesize, and Space: The Relative Effects of Organization, Repetition, and Spacing on Student Performance

Estimating the degree of failed understanding: a possible role for online technology

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