How and Why Do Students Use Learning Strategies? A Mixed Methods Study on Learning Strategies and Desirable Difficulties With Effective Strategy Users

Abstract

In order to ensure long-term retention of information students must move from relying on surface-level approaches that are seemingly effective in the short-term to “building in” so called “desirable difficulties,” with the aim of achieving understanding and long-term retention of the subject matter. But how can this level of self-regulation be achieved by students when learning? Traditionally, research on learning strategy use is performed using self-report questionnaires. As this method is accompanied by several drawbacks, we chose a qualitative, in-depth approach to inquire about students' strategies and to investigate how students successfully self-regulate their learning. In order to paint a picture of effective learning strategy use, focus groups were organized in which previously identified, effectively self-regulating students (N = 26) were asked to explain how they approach their learning. Using a constructivist grounded theory methodology, a model was constructed describing how effective strategy users manage their learning. In this model, students are driven by a personal learning goal, adopting a predominantly qualitative, or quantitative approach to learning. While learning, students are continually engaged in active processing and self-monitoring. This process is guided by a constant balancing between adhering to established study habits, while maintaining a sufficient degree of flexibility to adapt to changes in the learning environment, assessment demands, and time limitations. Indeed, students reported using several strategies, some of which are traditionally regarded as “ineffective” (highlighting, rereading etc.). However, they used them in a way that fit their learning situation. Implications are discussed for the incorporation of desirable difficulties in higher education.

Solo, Paired, Group: A Phenomenological Dimension on the Learning Situations of STEM Students in Pre-Calculus

“…Self-regulated learning refers to personal goal of using their cognitive and behavioral skills in order to understand concepts of specific discipline (Rovers, 2018). Independent study or self-study has in connection with self-regulated learning in which it refers to students who wanted to study alone.…”

Pharmacy Students’ Perception of an Elective Course on Evidence-based Learning Strategies

“…3,13,16 Nevertheless, students commented that retrieval practice and elaboration required time and effort, which may affect adherence to these learning strategies. 30,39 For educators, informing students about the lasting learning benefits of utilizing strategies that create desirable difficulties (eg, retrieval practice and elaboration), and incorporating them in instruction (eg, providing practice questions, or prompting students to generate self-explanations of a problem or solution), could mitigate the perceived drawbacks and encourage sustained utilization of evidence-based learning methods. 26,30,39 Students also reported more frequent practice of healthy habits that enhance learning as a result of this course.…”

“…30,39 For educators, informing students about the lasting learning benefits of utilizing strategies that create desirable difficulties (eg, retrieval practice and elaboration), and incorporating them in instruction (eg, providing practice questions, or prompting students to generate self-explanations of a problem or solution), could mitigate the perceived drawbacks and encourage sustained utilization of evidence-based learning methods. 26,30,39 Students also reported more frequent practice of healthy habits that enhance learning as a result of this course. This is an encouraging finding given the impact of rigorous health profession programs, such as the PharmD, on student well-being and academic achievement, and the recent directive of the AACP for the implementation of wellness efforts in pharmacy schools.…”

A Strategic and Goal-Directed Student: Expectations vs. Reality

“…The choice of a learning strategy underlines how a person thinks and acts while planning, carrying out and evaluating his or her learning activities and outcomes (Schumaker & Deshler, 2006). Having set a learning strategy determines learning success (Rovers et al, 2018) since the students can critically choose the mode of action that corresponds with their capabilities (strengths) during the learning process. The choice of such a strategy creates conditions for a smooth (effective) selfassessment of one's performance, which results in the success of learning.…”