CYBER LEARNING GURUS
Your distance learning helpmates.
Module 2:
study
skills
Author: Jamyla Pasion, Cyber Learning Guru Contributor.
Date: August 11, 2020
In light of the spread of COVID-19, distance learning has increased dramatically at all academic levels — from preschool to higher education. Distance learning can benefit universities because it can bring an element of flexibility in the learning process by the use of technologies, and interdisciplinary approaches to teaching and learning. The use of technologies and interdisciplinary approaches are key factors in distance education in higher education.
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One of the biggest adjustments for college students is the newfound freedom. College students have an increase in personal responsibility and a lot less external structure. Even so, not everyone is the same, and for some, studying and being motivated to learn comes naturally.
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If you are a student, navigating online learning for the first time - or even a returning student who is still adjusting to the format - We, the cyberlearning gurus, are committed in helping you develop the study skills you need to academically survive — and thrive.
The animation presented to you gives a very simple yet comprehensible overview on what the different learning styles are!
SECTION 1: LEARNING STYLE
SECTION 1: LEARNING STYLE
Learning style is defined as the composite of characteristic cognitive, affective, and physiological characters that serve as relatively stable indicators of how a learner perceives, interacts with and responds to the learning environment. There are numerous widely known methods to categorize learning styles. Some of which are the Myers-Briggs Type Indicator - which classifies people according to their preferences on four scales derived from Jung’s Theory of Psychological Types; the Kolb’s Experiential Learning Model which classifies students according to the Experiential Learning Theory; the VARK modalities, which classify learners into Visual, Aural, Read/Write, and Kinesthetic sensory modalities that are used for learning information.
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However, we will particularly focus on Howard Gardner’s multiple intelligence theory. This theory has emerged and is an expanded form of Fleming’s Model. Gardener argues that “students learn in ways that are identifiably distinctive”. The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a number of ways and learning could be assessed through a variety of means." The learning styles are as follows:
Visual
Learners prefer to think in pictures and obtain information through visual means such as diagrams and videos. They tend to see positive educational outcomes when they are presented with summarizing charts and diagrams.
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Learning Strategies:
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Create a flowchart for the progression of your notes and ideas
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Highlight key information in your texts and notes
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Use a computer to convert data and notes into charts, tables, graphics, etc.
Auditory
Learners gain information through aural channels such as verbal discussions and listening. These learners understand meaning by concentrating on the pitch, tone, and speed of the voice. These are also individuals who respond best to things such as binaural beats.
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Learning Strategies:
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Invent acronyms or use mnemonic devices
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Read your notes aloud when studying (mind your surroundings!)
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Use a computer to record your notes read aloud
reading/writing
This is sometimes known as the second visual modality for learning. Individuals are able to absorb and retain the most information through reading and writing text, versus imagery and symbolism. The reading/writing learners prefer to have information displayed in word and text form, as it is easiest for them to absorb and store for future use.
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Learning Strategies:
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Rewrite your notes after class
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Print your notes for later review
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Use colored pens and highlighters to focus on key ideas
Kinesthetic
Learners in this style, need to perform interactive activities to understand new concepts and in order to achieve their best educational outcomes. They thrive while working on hands-on projects. In essence, kinesthetic learners process information best when they are physically engaged during the learning process.
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Learning strategies:
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Use dry-erase/chalkboard to study or review
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When possible, visit locations for your material (library, coffee shops, etc.)
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Write your notes onto flashcards and review those flashcards
logical
Students/learners who are more inclined in this learning style, aim to understand the reasoning behind things. Their strengths are in math, logic, seeing patterns, and problem-solving. They are comfortable working with the abstract.
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Learning Strategies:
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Use your logical reasoning skills to understand the information
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Find relationships in new concepts and old concepts
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Organize information into categories and/or make charts that help organize and classify the data
solitary
This type of learner is also referred to as the “thinker” for they gravitate towards quiet time and the ability to study on their own. Solitary learners are self-motivated that tend to be organized individuals who enjoy planning, making lists, and sticking to an agenda. More of this will be analyzed in section 2.2: learning independently.
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Learning Strategies:
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Write in a journal - jotting down your thoughts can be not only cathartic but academically helpful
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Take time to write down your goals and set deadlines for completing them
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Align your goals and objectives with personal beliefs and values
social
At last, social learners thrive on interpersonal interactions and feel energized by them. These learners are in their element in group discussion-based lessons, where they get the chance to bounce off other people and offer their opinions. Likewise, additional information about this will be delved upon in section 2.3: learning in groups.
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Learning strategies:
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Work in productive groups as much as possible
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Form a study group with your classmates
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Compare notes and thoughts with other students
ACTIVITY 1
mayer's ctml
The cognitive theory of multimedia learning was popularized by the work of Richard E. Mayer argues that multimedia supports the way that the human brain learns. They assert that people learn more deeply from words and pictures than from words alone, which is referred to as the multimedia principle. It attempts to use cognitive research to combine words and pictures in ways that maximize learning effectiveness.
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The cognitive theory of multimedia learning (CTML) centers on the idea that learners attempt to build meaningful connections between words and pictures and that they learn more deeply than they could have with words or pictures alone. According to CTML, one of the principal aims of multimedia instruction is to encourage the learner to build a coherent mental representation from the presented material. The learner’s job is to make sense of the presented material as an active participant, ultimately constructing new knowledge.
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CTML accepts a model that includes three memory stores known as sensory memory - the cognitive structure that permits us to perceive new information, working memory - the cognitive structure in which we consciously process information, and long-term memory - a cognitive structure that stores our knowledge base.
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CTML is based on three assumptions: the dual-channel assumption, the limited capacity assumption, and the active processing assumption. The dual-channel assumption is that working memory has auditory and visual channels based on Baddeley’s theory of working memory and Paivio’s dual coding theory. Secondly, the limited capacity assumption is based on cognitive load theory and states that each subsystem of working memory has a limited capacity. The last assumption is the active processing assumption which suggests that people construct knowledge in meaningful ways when they pay attention to the relevant material, organize it into a coherent mental structure, and integrate it with their prior knowledge.
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Mayer states that there are five forms of representation of words and pictures that occur as information is processed by memory. Each form represents a particular stage of processing in the three memory stores model of multimedia learning. The first form of representation is the words and pictures in the multimedia presentation itself. The second form is the acoustic representation (sounds) and iconic representation (images) in sensory memory. The third form is the sounds and images in working memory. The fourth form of representation is the verbal and pictorial models which are also found in working memory. The fifth form is prior knowledge, or schemas, which are stored in long-term memory.
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Organize the information
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Try grouping similar concepts and terms together, to help group related concepts.
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"Chunking" is another organization strategy for memorizing information. It's far easier to remember a long number when you "chunk" them into small groups of three or four numbers.
Association
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Association is a powerful memory strategy that allows the brain to connect something it's already familiar with to something new that it's not familiar with. By connecting the unfamiliar to the familiar, the brain more easily is able to learn and remember the unfamiliar.
Mnemonic devices
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Mnemonic devices work by relating facts with short phrases, words that rhyme, or anything else an individual is familiar with.
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Another powerful mnemonic device for improving ability to remember important information and details is the use of acronyms. An acronym is a word composed of the first letters of a list of words.
Frequent Reviewing
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The key to memory retention is to frequently review notes and other study materials weeks or days before tests. Through repetitive review and study, you will eventually begin to retain the information being learned.
memorization techniques
More often than we’d like to admit, we all struggle to remember information and forget important things. Being able to retain information is linked to academic success, however, being able to remember what you've studied is just as critical when you enter the workforce after college. The techniques we'll introduce to you a guide you on how to memorize and recall important information.
SECTION 2: LEARNING independently
SECTION 2: LEARNING independently
As shown earlier, solitary learners tend to study alone and more likely to enjoy their own company. Another connotation for studying independently is independent learning or self-regulated learning. It is a learning process where learners have control of their learning – they learn by their own actions and direct, regulate, and assess their own learning. According to Zimmerman, a researcher on “Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects.”, when students are able to self-regulate their learning, they:
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have an understanding of their own approach to learning and how best to maximize their learning in the most efficient ways;
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are motivated to take responsibility for their learning; and
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are able to work with others to enhance the depth and breadth of their learning.
source: smallthingscomic.tumblr.com
create a study space
Most students find it helps if they have:
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A quiet place to study - could be a separate study/dining room/bedroom - choose somewhere that is private and free from interruptions
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A suitable desk/table, a good chair that gives proper support
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A place to store your study materials, and;
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A computer
website / app blockers
the right attitude towards learning
“Whether you believe you can or whether you believe you can’t, either way, you’re right”
- Henry Ford
The quote above is the epitome of understanding the value of having the right attitude for attitude can be the deciding factor between failure and success, may it be in life or in school. We toss out any old, negative ideas we might have to constantly remind ourselves and believe in the positive outlook we create to replace them.
source: smallthingscomic.tumblr.com
note-taking methods
Split page method
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Split the page into 2, in a vertical line. It allows you to organize your notes and separate main ideas (left-side) and the supporting details (right side)
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Outlining method
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Write the main topic at the top of the page and underneath, list bullet points for each subtopic
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Mapping method
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Organize your notes by dividing them into branches to establish a relationship between the topics
digital note-taking tips
Find a note-taking tool of your choice
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Ever-note, Google docs, Microsoft one note, or notion are available for iOS, Android, and PC users. It even offers free subscriptions!
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Eliminate distractions
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Mute all notifications until you can take a break or you can finish the task
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Incorporate pictures and color
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Digital note-taking makes it easier to include multimedia in your notes - more inviting and pleasant to look at
understanding complex readings
In college, there are numerous materials for you to learn and understand. It may be a material given to you by your professor or a supplementary reading; nonetheless, study techniques such as the one, given below - can make things easier.
make diagrams / mind map
If you’re a logical learner/visual learner, one effective way to approach complex collegiate readings is by grabbing a pen and paper and creating mind maps out of the main ideas you recognize. This one could get as scratch-y, random, and chaotic as you wish! (Well, as long as you it makes sense to you, of course). By connecting supplemental concepts altogether and recognizing relationships among these concepts with the use of visual representations, your cognitive system will be able to process the topic even better.
seek other related resources
Consult the slew of resources available online regarding your topic. You might even find a written summary, PowerPoint Presentation, or infographic, or video of your topic which will be able to deliver the essence of the topic you’re reading in a more digestible manner. Tips of efficiently finding resources online will elaborately tackled in Module
While some learners can learn more effectively in an environment with pin-drop silence, some get more attuned to what they study by finding themselves in a busy place with ambient noise. If you belong to the latter, improve your focus by listening to Lo-fi beats, white noise, or instrumentals without lyrics on Spotify or Youtube.
study tips / study hacks
Implementing these tips into your regular study routine will help you to efficiently and effectively learn the course material. Experiment with them and find some that work for you. Study smarter, not harder!
know your workload
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Check the course guide/syllabus (if any) given by your professor
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If not, record all important dates such as readings, activities, and assignment (spend 5 - 10 minutes on a Sunday or any day you are more comfortable with, to work out your priorities for the week)
reward yourself
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Every study session should end in a reward
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Plan some fun treats for after a big essay, exam or end of module (having something to look forward to can really help you motivated)
get enough sleep
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Sleep is essential when it comes to effective study habits
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To get the most out of your study sessions, make sure you get enough sleep.
source: smallthingscomic.tumblr.com
note-taking tips
So much material is covered in college courses, you won't be able to remember everything unless you take good notes. With this, taking good notes and organizing them will help you when it’s time to review your material. Using note-taking techniques can help you do this. This section will discuss a few different note-taking methods and will give you some quick tips to help you get the most out of your note-taking experience.
efficient and neat notes
Keep a separate notebook for each of your course
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You may choose the type of paper you prefer: blank, ruled, grid, or dotted
Color-code your notes based on module or chapter
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Makes reviewing notes easier!
Use a colored pen to make important terms stand out
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Easier to find when skimming your notes
Use abbreviations and symbols
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Help make the process of note-taking faster
source: smallthingscomic.tumblr.com
deconstruction
Start little by little. Deconstruct the paragraphs/sections into bullet points and numberings. Find the main idea in the section/paragraph and use them as a header. Upon reading the deconstructed version of the reading material, your brain will be less overwhelmed by the complexity and ultimately, the material will start to make sense once the relationships among main points and their supporting ideas will be consolidated into one, big topic. Investing in a tablet with a stylus for this purpose will be a boon to your online learning journey.
peer discussion
If you’re a social learner, asking provocative questions/airing your concerns (even a minor one) in the discussion forum will surely be of help to your learning process. By being exposed to various perspectives from your co-learners, not only will your horizon expand but you’d be able to efficiently grasp the lesson as well. This can also be achieved by reaching out to your professor/co-learners privately via message or organizing study groups online. If you’re the shy type, note that you’re doing this for yourself. There’s no shame in the desire to learn. Besides, inquisitiveness is one key to intelligence.
simplify the terms
Merriam Webster is your best friend. There’s a reason why reading classes in high school usually begin with definitions of terms. By highlighting unfamiliar terms of which you are unfamiliar, and keeping a separate sheet for the meaning of these terms, then utilizing this sheet as a reference as you go along, you might realize eventually that your readings might not be as impossible to grasp as you thought it’ll be. In addition, this habit will be beneficial for your personal word bank.
SECTION 3: LEARNING in groups
SECTION 3: LEARNING in groups
One of the learning styles is the social learning style. Study groups can be one of the most effective methods of studying, especially if your mode of learning is distance learning. But more than that, it is a good strategy to help you study for a test, understand course materials and build friendships among block mates. Moreover, the overarching purpose of study in educational practice is to serve as an incentive for learning. Two approaches concerning learning in groups are namely, cooperative learning and collaborative learning.
cooperative learning
Cooperative learning is an educational tool in which small groups of students work together to increase individual, as well as, group member learning. Cooperative learning exists when students work together to achieve joint learning goals. In working cooperatively, students realize they (a) are mutually responsible for each other's learning and (b) have a stake in each other's success. There are three ways that cooperative learning may be used:
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Formal cooperative learning groups may last for one class period to several weeks to complete any course requirement.
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Informal cooperative learning groups are temporary, ad-hoc groups that last from a few minutes to one class period that is used during a lecture, demonstration, or film to focus student attention on the material to be learned.
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Cooperative base groups are long-term cooperative learning groups (lasting for one semester) with stable membership that give each member the support, encouragement, and assistance he or she needs to make academic progress.
collaborative learning
Collaborative Learning (CL) is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. In the CL environment, the learners are challenged both socially and emotionally as they listen to different perspectives, and are required to articulate and defend their ideas. In collaborative learning, the task is divided horizontally (i.e., members work together more or less sequentially on different aspects of a project). Collaborative learning is based on the view that knowledge is a social construct. Collaborative activities are most often based on four principles:
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The learner or student is the primary focus of instruction.
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Interaction and "doing" are of primary importance
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Working in groups is an important mode of learning
One of our cyberlearning Guru - Mickey angel Cortez - has shared her personal experience in having a study group!
With the reinforcement of quarantine rules comes the proliferation of video conferencing apps. Perhaps, one of the greatest dilemmas you’re facing is the lack of physical classmates to talk to in class. Who said you don’t have classmates in an online class? Schedule weekly Zoom meetings with your friends/classmates and take advantage of the built-in features of the App such as screen sharing and annotation in order to precisely pinpoint which part of the material is currently open for discussion. With technical subjects such as Mathematics and Science, this method might be of great advantage to you and your fellows.
In my experience, I had a study group for a Math subject and we made use of these features on Zoom as we tackled Venn Diagrams. Aside from being able to comprehensively learn the lesson which would take much longer if we’ve done it on our own, we were also amazed by how technology nowadays is advancing to keep up with the modern needs of the world, especially in the area of education.
references:
[1] Bennet, N., and Dunne, E. (1992).Managing Classroom Groups. Hemel Hempstead: Simon & Schuster Education.
[2] Blatchford, P., Kutnick, P., Baines, E., and Galton, M. (2003). Toward a social pedagogy of classroom group work.Int. J. Educ. Res.39, 153–172.
[3] Cassidy, S. (2004) Learning styles: An overview of theories, models, and measures. Educational Psychology, 24 (4), 419-441.
[4] Chandler, P. & Sweller, J. (1991). Cognitive load theory and the format of instruction.Cognition and Instruction, 8, 293-332.
[5] Clark, J. M. & Paivio, A. (1991). Dual coding theory and education. educational psychology Review, 3, 149-210.Cognition and Technology Group at Vanderbilt (1996). Looking at technology in context: A framework for understanding technology and education research. In D. C. Berliner& R. C. Calfee (Eds.), Handbook of educational psychology (pp. 807-840). New York: Macmillan.
[6] Galton, M. J., Hargreaves, L., and Pell, T. (2009). Group work and whole-class teaching with 11–14-years-old compared. Cambridge J. Educ. 39, 119–147.
[7] Gillies, R. M. (2003a). The behaviors, interactions, and perceptions of junior high school students during small-group learning.J. Educ. Psychol.95, 137–147.
[8] Mayer, R.E. (in press). Educational technology. In F. Durso (Ed.), Handbook of applied cognition. Chichester, England: Wiley.
[9] Merriam, Sh.B. (2001). Andragogy and Self-Directed Learning: Pillars of Adult Learning Theory. In New Directions for Adult and Continuing Education, 89: 3-13. San Francisco, CA: Jossey-Bass Publishers. 13.
[10] O'Hara, S., Bourner, T., Webber, T. (2004). The practice of self-managed action learning. Action Learning: Research and Practice, 1(1): 29-42.[2020].
[11] Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In Handbook of self-regulation, eds. M. Boekaerts, P. Pintrich, and M. Zeidner. New York: Academic. pp. 452-502. [2020].
[12] Zimmerman, B.J., Schunk, D. (2001). Self-regulated learning and academic achievement. New York: Springer-Verlag.