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Learning strategies: a synthesis and conceptual model.

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This study presents a learning model where strategy effectiveness varies by learning cycle phase. Optimal learning involves embedding strategies within content, focusing on surface, deep, and transfer phases for better skill, will, and thrill outcomes.

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Area of Science:

  • Educational Psychology
  • Learning Sciences

Background:

  • Learning strategies are often applied without considering their efficacy at different stages of the learning process.
  • A comprehensive model is needed to guide the selection and implementation of effective learning strategies.

Purpose of the Study:

  • To explore a novel learning model that links specific learning strategies to distinct phases of the learning cycle.
  • To identify the most effective learning strategies based on a synthesis of meta-analyses.
  • To provide guidance on optimizing learning by integrating strategies within subject content.

Main Methods:

  • A synthesis of 228 meta-analyses was conducted to identify universally and contextually effective learning strategies.
  • A conceptual model of learning was developed, incorporating three phases: surface, deep, and transfer.
  • The model includes acquiring and consolidation phases within surface and deep learning.

Main Results:

  • A subset of learning strategies demonstrated effectiveness, contingent on their implementation phase within the learning cycle.
  • Embedding learning strategies within subject content is more effective than separate strategy sessions.
  • Clarity in developing surface and deep learning, alongside teaching transfer skills, is crucial for optimal outcomes.

Conclusions:

  • The proposed learning model provides a framework for understanding the phase-dependent effectiveness of learning strategies.
  • Integrating strategies within content and focusing on transfer skills enhances learning outcomes (skill, will, thrill).
  • Further research is needed to address questions raised by the model regarding its practical application and theoretical underpinnings.