Improving Lifelong Learning by Fostering Students’ Learning Strategies at University

Endres, Tino; Leber, Jasmin; Böttger, Cornelius; Rovers, Sane; Renkl, Alexander

doi:10.1177/1475725720952025

Cited by 44 publications

(52 citation statements)

References 35 publications

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“…As Winne and Marzouk noted (2019, p. 698), "Every postsecondary institution that we know of offers some" degree of support (workshops, coaching, online materials) to help students develop effective learning strategies. We suspect that this support focuses primarily on providing students with knowledge about learning strategies (e.g., based on the proliferation of books on the topic; e.g., Agarwal & Bain, 2019;Brown et al, 2014;McGuire, 2018;Rhodes et al, 2019) (but see Biwer et al, 2020, andEndres et al, 2020 for recent notable exceptions). By contrast, the KBCP framework outlined herein (see also McDaniel & Einstein, 2020) proposes that the key components of knowledge, belief, commitment, and planning are needed to maximize training in the use and transfer of effective learning strategies.…”

Section: Discussionmentioning

confidence: 99%

“…More controlled research is needed to illuminate the effectiveness of the KBCP training format for supporting students' self-regulation of effective learning strategies and subsequent achievement outcomes in their courses. Initial studies along these lines have recently been reported by Biwer et al (2020) and Endres et al (2020) for learning strategy training programs that include elements aligning with the KBCP framework.…”

Section: Discussionmentioning

confidence: 99%

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Training College Students to Use Learning Strategies: A Framework and Pilot Course

McDaniel

Einstein

Een

2021

Psychology Learning & Teaching

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The use of effective study strategies is important for academic achievement, yet research indicates that students often use relatively ineffective learning strategies. Though potent strategies to promote durable learning exist, there is a lack of theoretical and empirical work on how to train students to self-regulate use of these strategies successfully. We summarize a novel framework to do so: the knowledge, belief, commitment, and planning ( KBCP) framework. The assumptions are that learners must develop knowledge about a strategy and how to use it, believe that the strategy is effective for the individual learner, commit to the strategy, and create an action plan for carrying it out. We then describe an example of the KBCP framework as applied to a college course on teaching students effective learning strategies and self-regulation of these strategies in their college coursework. Lectures on specific learning strategies conveyed knowledge about the strategies, in-class demonstrations illustrated their efficacy (to support belief), and assignments required students to develop a plan for applying them to their courses and to implement the plan (to ensure commitment). Discussion focuses on the implications of including training in how to use learning strategies in psychology courses and curricula, and on the possible extension of such training to the teaching of other psychology content.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Training College Students to Use Learning Strategies: A Framework and Pilot Course

McDaniel

Einstein

Een

2021

Psychology Learning & Teaching

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“…Trainings can be defined as temporary, structured interventions in which an activity is repeatedly performed with the aim to enhance abilities, skills, and/or the usage of strategies across specific situations and materials (see Fries & Souvignier, 2020). These training programs can be offered online (e.g., Endres et al, 2021), making them inexpensive and widely available. The current Special Issue expands on this interest in training of self-regulated learning.…”

Section: How Can Training Promote Self-regulated Learning?mentioning

confidence: 99%

“…For example, explaining a novel learning strategy (e.g., imagery) can lead to an increase in memory performance (Brehmer et al, 2007), yet, practicing the learning strategy contributes more to learning. To successfully apply cognitive learning strategies in a self-regulatory fashion, learners need to identify and apply the cognitive learning strategy that specifically fits the learning situation at hand (see Endres et al, 2021).…”

Section: Training Of Learning Strategies and Their Usementioning

confidence: 99%

“…McDaniel et al (2021) provide preliminary evidence for the effectiveness of their learning strategies course but future research needs to systematically test the program. As a first step towards this end, a few studies (Biwer et al, 2020;Endres et al, 2021) have already evaluated specific components that can be related to the KBCP framework.…”

Section: Comprehensive Training Programsmentioning

confidence: 99%

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PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

Kubik

Frey

Gaschler

2021

Psychology Learning & Teaching

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Self-regulated learning is the capacity to monitor and regulate your learning activities and is vital in an increasingly complex and digitalized world with unlimited amounts of information at your fingertips. The current Special Issue highlights five articles and one report, which provide different approaches for teachers to promote effectively self-regulated learning in various educational contexts: training, feedback, and addressing teachers’ misconceptions. This editorial serves as a succinct review article and an introduction to the content of this issue. Training programs frequently teach information about effective learning strategies. Accordingly, Benick et al. (2021) found that students reported using more learning strategies when their teachers provided direct-strategy instruction combined with a learning diary, as compared to when these supports were not implemented. Yet, in this study, no transfer effect on academic performance was observed. Note that it is important that students are motivated to engage with these training courses and the learning strategies that are taught. Accordingly, van der Beek et al. (2021) investigated high school students in their last year before graduation and demonstrated that “motivated” students more often participated in a voluntary, self-regulated-learning training. However, a utility-value and implementation-intention intervention did not increase the likelihood of participation. McDaniel et al. (2021) reported a theoretical training framework addressing multiple components of self-regulated learning. The authors then tested a pilot college course based on this framework: knowledge of and belief in the effectiveness of learning strategies are targeted combined with efforts to promote students’ commitment and planning to apply these strategies (Knowledge-Belief-Commitment-Planning framework; McDaniel & Einstein, 2020). Another approach to promote self-regulated learning is to provide feedback and opportunities to effectively process and utilize it. Bürgermeister et al. (2021) developed an effective online tool supporting preservice teachers to assess and provide feedback on peer learners’ self-regulated use of effective learning strategies. Kuepper-Tetzel and Gardner (2021) demonstrated how to enhance self-regulated processing of feedback by temporarily withholding university students’ grades in favor of accessing and engaging with the feedback first. Finally, teachers’ misconceptions about learning can affect the degree to which teachers can scaffold students’ learning how to learn. As a first step, to address these misconceptions, Eitel et al. (2021) developed and psychometrically evaluated the Misconceptions about Multimedia Learning Questionnaire (MMLQ). Using the MMLQ, the authors showed that (preservice) teachers endorsed three out of four common misconceptions of self-regulated multimedia learning, with the potential to design instructional devices to refute them and thereby to promote rather than hinder self-regulated learning in students. Taken together, the contributions of the current Special Issue highlight self-regulated learning as a critical skill at all levels of education, which can be promoted through structured training programs, various uses of feedback, and addressing misconceptions about self-regulated learning from (pre-service) teachers.

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Promoting retrieval practice use during self‐study in higher education: The effects of a compact strategy intervention with metacognitive support

Broeren

Verkoeijen

Heijltjes

et al. 2023

Applied Cognitive Psychology

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Intensive training programs have successfully supported students in using cognitive learning strategies. This study investigated whether a compact intervention can promote students' retrieval practice use during self-study for course-relevant materials. In an experiment embedded in a reputation management course, students were either given strategy instructions on retrieval practice (RP condition), strategy instructions and metacognitive email support (RP++) or no support (control).Students' potential retrieval practice use during self-study of key concepts was measured with an online learning environment. Results showed a small but significant effect on retrieval practice use for the RP++ condition as compared to control (p = .005, r = 0.39). No significant differences were found between RP++ and RP, and RP and control and no significant effects were found on a delayed performance test. With our compact intervention, we took a small step in fostering the use of retrieval practice as a learning strategy during self-study.

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Improving Lifelong Learning by Fostering Students’ Learning Strategies at University

Cited by 44 publications

References 35 publications

Training College Students to Use Learning Strategies: A Framework and Pilot Course

Training College Students to Use Learning Strategies: A Framework and Pilot Course

PLAT 20(3) 2021: Promoting Self-Regulated Learning: Training, Feedback, and Addressing Teachers’ Misconceptions

Promoting retrieval practice use during self‐study in higher education: The effects of a compact strategy intervention with metacognitive support

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