Learning strategies: a synthesis and conceptual model
By John A. C. Hattie, Gregory M. Donoghue. npj Science of Learning, 2016
578 citations recorded by the source corpus.
The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies. The results indicate that there is a subset of strategies that are effective, but this effectiveness depends on the phase of the model in which they are implemented. Further, it is best not to run separate sessions on learning strategies but to embed the various strategies within the content of the subject, to be clearer about developing both surface and deep learning, and promoting their associated optimal strategies and to teach the skills of transfer of learning. The article concludes with a discussion of questions raised by the model that need further research.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/ab692936c78931926ad5126b97991667cea4dee7
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In Developmental and Educational Psychology
Citations in the corpus
- Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “As students build new capacities, support needs to be calibrated to their changing levels of engagement, goals, and expertise (Hattie, 2011; Hattie & Donoghue, 2016; Kalyuga, 2007; C. H. Lee & Kalyuga, 2014).”
- Teacher strategies in online learning to increase students’ interest in learning during COVID-19 pandemic (2020, background): “Several previous studies have shown that the learning strategies used by teachers greatly affect student learning outcomes (Hattie & Donoghue, 2016; Nasution, W.”