Learning strategy training program: Paraphrasing strategy for effective learning

Abstract. Forty-five university students participated in a computer-based training program on self-regulated learning from expository text. The training program introduced students to a learning strategy helping them identify and highlight important text information. Students were randomly assigned to three treatment groups: (1) no training at all, (2) training in highlighting only, or (3) combined training in both highlighting and self-regulation. After completing the training, students were instructed to read an instructional text and apply the trained strategies. The extent to which they applied the strategies while reading the text was assessed, and the amount of knowledge and comprehension they had acquired and recalled from the text was measured. Results show that students in the combined training condition outperformed their counterparts in the learning strategy training condition, who in turn outperformed those with no training at all. The results are in line with recent self-regulated learning theories, which state that, in addition to teaching students specific cognitive learning strategies, it is worth training them to monitor and regulate their strategy use.

Download Full-text

Development and evaluation of a learning strategy training program.

Journal of Educational Psychology ◽

10.1037/0022-0663.71.1.64 ◽

1979 ◽

Vol 71 (1) ◽

pp. 64-73 ◽

Cited By ~ 127

Author(s):

Donald F Dansereau ◽

et al

Keyword(s):

Training Program ◽

Learning Strategy ◽

Strategy Training

Download Full-text

Training Learning Strategies to Promote Self-Regulation and Transfer: The Knowledge, Belief, Commitment, and Planning Framework

Perspectives on Psychological Science ◽

10.1177/1745691620920723 ◽

2020 ◽

Vol 15 (6) ◽

pp. 1363-1381 ◽

Cited By ~ 3

Author(s):

Mark A. McDaniel ◽

Gilles O. Einstein

Keyword(s):

Learning Strategies ◽

Learning Strategy ◽

Self Regulation ◽

Study Strategies ◽

Strategy Training ◽

Systematic Research ◽

Effective Learning ◽

Planning Framework ◽

Essential Components ◽

Support Students

Surveys indicate that at all educational levels students often use relatively ineffective study strategies. One potential remedy is to include learning-strategy training into students’ educational experiences. A major challenge, however, is that it has proven difficult to design training protocols that support students’ self-regulation and transfer of effective learning strategies across a range of content. In this article we propose a practical theoretical framework called the knowledge, belief, commitment, and planning (KBCP) framework for guiding strategy training to promote students’ successful self-regulation of effective learning strategies. The KBCP framework rests on the assumption that four essential components must be included in training to support sustained strategy self-regulation: (a) acquiring knowledge about strategies, (b) belief that the strategy works, (c) commitment to using the strategy, and (d) planning of strategy implementation. We develop these assumptions in the context of pertinent research and suggest that each component alone is not sufficient to promote sustained learning-strategy self-regulation. Our intent in developing this learning-strategy training framework is to stimulate renewed interest and effort in investigating how to effectively train learning strategies and their self-regulation and to guide systematic research and application in this area. We close by sketching an example of a concrete training protocol based on the KBCP framework.

Download Full-text

Is testing a more effective learning strategy than note-taking?

Journal of Experimental Psychology Applied ◽

10.1037/xap0000134 ◽

2017 ◽

Vol 23 (3) ◽

pp. 293-300 ◽

Cited By ~ 8

Author(s):

Ralf Rummer ◽

Judith Schweppe ◽

Kathleen Gerst ◽

Simon Wagner

Keyword(s):

Learning Strategy ◽

Note Taking ◽

Effective Learning

Download Full-text

EFEKTIVITAS STRATEGI CLOZE STORY MAPPING TERHADAP KEMAMPUAN MEMBACA PEMAHAMAN PADA SISWA KELAS V DI SD 2 PADOKAN KASIHAN BANTUL

TRIHAYU: Jurnal Pendidikan Ke-SD-an ◽

10.30738/trihayu.v5i1.3177 ◽

2018 ◽

Vol 5 (1) ◽

Author(s):

Danuri Danuri ◽

Dwendha Lahitani

Keyword(s):

Data Analysis ◽

Learning Strategy ◽

T Test ◽

Effective Learning ◽

Average Value ◽

Story Mapping ◽

Analysis Technique ◽

Significant Difference ◽

Quasi Experimental ◽

Class Average

This study aims to determine the effectiveness of CSM strategies on comprehension reading skills in classes V Padokan 2 Elementary School. The research method used is a quasi-experimental method. In this study the subjects of the study were VA class students as the control class and V C as the experimental class with 28 VA and VC class students. Quantitative data analysis technique used is the calculation of independent sample t-test. Based on data analysis and discussion, researchers can conclude that CSM strategies are more effective than conventional methods of reading comprehension learning. The results of this study indicate that there is a significant difference between the experimental class and the control class as evidenced by the results of the independent sample t-test obtained by the value of Asymp. Sig (2-Tailed) 0.014 <0.05. CSM strategy is an effective learning strategy seen from the average value of the experimental class posstest which is 81.61 higher than the control class average value of 72.96.

Download Full-text