Learning Strategies

Abstract

“Learning strategies” is a generic term that normally refers to the cognitive processes of learners in learning. Learning strategies comprise a variety of learning behaviors of learners or students; for example, notetaking, organizing information, time scheduling, concentration capacity, self-motivation, and ways of memorizing information. Students will make use of the different learning strategies in their studies in order to attain a certain level of academic achievement. There are two types of learning strategies: basic and advanced learning strategies. Basic learning strategies are those lower-level cognitive abilities used by younger children in school, usually below the age of six, for example, rote memorization and simple elaboration. When the students grow older and the brain development becomes more mature, the advanced learning strategies will eventually be developed and used; such advanced learning strategies include organization of information, evaluation of information, use of external study aids, etc. Those advanced learning strategies developed and used by adolescent students can be described by the concept of metacognition. Metacognition or metacognitive thinking involves three issues: (1) metacognitive knowledge, or our knowledge about knowledge; (2) metacognitive skills, or our currently used learning strategies doings; and (3) metacognitive experiences, or our current experiences of knowing. Scholars further conclude that student learning would be more effective and efficient if students could engage themselves in this kind of metacognitive thinking when they learn. The development of metacognition and the transformation from basic to advanced learning strategies naturally coincide with the different learning phases of the learners.