Publication Date

2021

Abstract

Much research has focused on the effect of learning strategies such as completing practice testing and highlighting. Previous research has found that practice tests and distributed practice are the most effective while elaborate interrogative, self-explanation, and interleaved practice are moderately effective (Dunlosky et al., 2013). Other common strategies, such as summarization, are found to be ineffective. Many college students use these ineffective learning strategies, and it is therefore important to teach students to use good learning strategies. The current study compared a video-based teaching method on effective learning strategies versus a text-based method. Undergraduate students (n=109) were taught effective learning strategies via video or text instructions. Our results indicated that a text-based instruction method was more effective in conveying learning strategy information. Students’ enhanced understanding of learning strategies, however, did not translate into behavior—students still elected to utilize less-effective learning strategies likely because they required less effort. Implications for pedagogical practices are described in the discussion section.

Author Biography

Michael Chen is an Associate Professor of Psychology at Eastern Kentucky University. His research interests include education technology and issues related to human factors. More information can be found at https://michaelchen.co/. https://orcid.org/0000-0003-0775-5900

Megan Thomas is a PsyD student in the Psychology Department at Eastern Kentucky University. Her research interest focuses on rural mental health counseling.

Katelyn McClure is an undergraduate student in the Psychology Department at Eastern Kentucky University. Her research interest includes genre processes in reading and counseling.

Author's Notes

We have no conflicts of interest to disclose. Correspondence concerning this article should be addressed to Michael Chen. Email: hung-tao.chen@eku.edu; Phone: (859) 622-3485; Fax: (859) 622-5871

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

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Teaching Students Effective Learning Strategies

Much research has focused on the effect of learning strategies such as completing practice testing and highlighting. Previous research has found that practice tests and distributed practice are the most effective while elaborate interrogative, self-explanation, and interleaved practice are moderately effective (Dunlosky et al., 2013). Other common strategies, such as summarization, are found to be ineffective. Many college students use these ineffective learning strategies, and it is therefore important to teach students to use good learning strategies. The current study compared a video-based teaching method on effective learning strategies versus a text-based method. Undergraduate students (n=109) were taught effective learning strategies via video or text instructions. Our results indicated that a text-based instruction method was more effective in conveying learning strategy information. Students’ enhanced understanding of learning strategies, however, did not translate into behavior—students still elected to utilize less-effective learning strategies likely because they required less effort. Implications for pedagogical practices are described in the discussion section.