Students are taught to question why? And explain the answer themselves to enable detailed recall. For example, students might be asked to explain a stated fact. Variation across past studies include the questions “Why does it make sense that...?”, “Why is this true?”, and simply “Why?” However, the majority of studies have used prompts following the general format, “Why would this fact be true of this [X] and not some other [X]?” (8).

Rates as moderate due to current research on generalization. Elaborative interrogation works well for many factual topics, but may not be appropriate for more dense and complex material. Research also shows that this study method “may be limited for learners with low levels of domain knowledge” (11). 


Elaborative Interrogation

Students are asked to explain their processing during learning. For example, this might look like a student explaining their reasoning behind choosing x as opposed to y as the answer.

Rated as having moderate utility due to unknown efficacy. This study habit is able to be generalized across academic subjects and age of students, but more research is needed to determine whether self-explanation is effective over longer periods of time.


Self-Explanation

Students study a variety of materials in one study session as opposed to one skill per session (blocked practice). For example, a student might study 5 different math formulas in one interleaved practice session.

Rated as moderate utility. Research shows it can be effective on student’s learning and retention, but the presence of null effects shows inconsistent results. It is otherwise has wide generalization and shows promise if researched more.


Interleaved Practice

Moderate utility learning strategies show some generalization across a few variables but the efficacy of boosting academic performance is limited.
- Elaborative Interrogation
- Self-Explanation
- Interleaved Practice

Recommended for certain students/learning situations

Concordia College - Moorhead

Learning strategies are essentially different methods of studying or various types of study habits. Dunlosky et al. categorized each study habit into one of three utilities based on generalizability and effectiveness (if it really improves learning): high, moderate and low.

Learning Strategies

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi-org.cordproxy.mnpals.net/10.1177/1529100612453266


Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and  Educational Psychology

High utility learning strategies have generalization results, meaning that they benefit many students of different ages and abilities. Research has also shown they are effective in boosting academic performance
- Practice Testing
- Distributed Practice (Spacing)

High utility learning strategies are recommended for all students


High Utility Learning Strategies

Moderate Utility Learning Strategies

Low utility learning strategies have limited benefits and performance is not consistently improved with these habits.
- Summarizing
- Highlighting and Underlining
- Keyword Mnemonics
- Imagery Use
- Rereading

Low utility learning strategies are not recommended for any students.

Low Utility Learning Strategies

Photographs of students engaged in studying are often used as visual aids to illustrate the application of various learning strategies and study techniques.

Visual Representation of Studying

The effectiveness of any study strategy is highly individual. It is crucial for a learner to identify and apply techniques that are personally effective, as a method that is successful for one person may not be suitable for another.

Personalizing Study Strategies

A student is preparing for a major final exam. Their primary study method involves rereading their textbook and class notes multiple times over the two days leading up to the exam. While reading, they use a highlighter to mark passages they believe are important. The night before the exam, they plan to stay up late to review all the highlighted sections one last time.

Based on principles of effective learning, critique this student's approach. Identify two specific weaknesses in their plan and propose a more effective alternative for each weakness. Justify why your proposed alternatives would likely lead to better learning and long-term retention.

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