Learning Strategies in Higher Education (D389)
The WGU Learning Strategies in Higher Education – D389
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WGU Learning Strategies in Higher Education (D389) - Comprehensive Study Notes
1. Introduction to Learning Strategies
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Definition: Learning strategies are techniques or methods used by students to improve their ability to acquire, retain, and apply knowledge effectively. These strategies aim to optimize the learning process in higher education settings.
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Purpose and Goals: The goal is to help students develop skills that enhance their academic performance, foster lifelong learning, and promote self-regulation and critical thinking.
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Characteristics:
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Active Learning: Engaging students in activities that require them to actively process information.
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Metacognition: The awareness and control of one’s own learning process, including self-monitoring and reflection.
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Time Management: Effective use of time to prioritize tasks, set goals, and maintain focus.
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Example: A student using active recall (a learning strategy) to study for an exam by testing themselves on key concepts and reinforcing memory through spaced repetition.
2. Types of Learning Strategies
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Active Learning: Involves activities such as group discussions, problem-solving, and case studies that require students to apply what they have learned rather than passively receiving information.
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Collaborative Learning: Learning in groups where students exchange ideas, solve problems together, and teach one another, which promotes deeper understanding.
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Metacognitive Strategies: Techniques like self-assessment and reflection that help students regulate their learning by identifying strengths and weaknesses, and adjusting strategies accordingly.
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Study Techniques:
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Spaced Repetition: The practice of reviewing material at increasing intervals over time to improve long-term retention.
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Self-Testing: Using quizzes or practice exams to test knowledge, which helps reinforce learning and identify gaps in understanding.
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Mind Mapping: Creating visual representations of information to organize thoughts and ideas and enhance recall.
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3. Cognitive Learning Theory
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Definition: Cognitive learning theory emphasizes the role of mental processes in understanding how people learn. It focuses on how students process, store, and retrieve information.
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Key Concepts:
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Schema Theory: Knowledge is organized in the brain into schemas (mental frameworks), which help students understand new information by connecting it to existing knowledge.
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Information Processing: This model compares the brain to a computer, where information is encoded, stored, and retrieved through a series of processes.
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Constructivism: Students build new knowledge by connecting it to their existing understanding, thus creating a foundation for deeper learning.
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Application in Higher Education: Professors can use strategies like concept mapping and problem-solving exercises to help students build new knowledge and connect it to what they already know.
4. Time Management in Higher Education
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Importance of Time Management: Effective time management allows students to allocate sufficient time for studying, completing assignments, and engaging in extracurricular activities.
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Key Strategies:
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Setting Goals: Clearly defining short-term and long-term academic goals helps prioritize tasks.
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Prioritization: Identifying urgent and important tasks and focusing on them first (e.g., using the Eisenhower Matrix).
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Breaking Tasks into Smaller Steps: Large assignments or projects can be broken down into smaller, manageable tasks to reduce overwhelm.
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Creating a Study Schedule: Allocating specific times for study, rest, and other activities helps maintain balance and productivity.
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Tools for Time Management:
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Calendars and Planners: To track deadlines, appointments, and class schedules.
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Time-Tracking Apps: Apps like Trello or Todoist help students keep track of tasks and progress.
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5. Motivation and Self-Regulation
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Motivation: Motivation is a key factor in student success. It drives students to engage with the material, persist through challenges, and achieve academic goals.
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Types of Motivation:
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Intrinsic Motivation: Motivation that comes from within, such as the personal desire to learn or master a subject.
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Extrinsic Motivation: Motivation driven by external factors, such as grades, rewards, or approval from others.
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Self-Regulation: The ability to manage one’s own learning process, including setting goals, monitoring progress, and adjusting strategies as needed. This includes:
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Goal Setting: Establishing clear, measurable, and achievable academic goals.
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Self-Monitoring: Regularly checking one’s own understanding and performance.
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Self-Reflection: After completing assignments or exams, reflecting on what worked well and what can be improved for next time.
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6. Critical Thinking and Problem Solving
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Critical Thinking: The ability to analyze, evaluate, and synthesize information from various sources to make informed decisions or solve complex problems.
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Problem-Solving Strategies:
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Identifying the Problem: Clearly understanding the issue before attempting to find solutions.
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Generating Possible Solutions: Brainstorming a range of potential solutions.
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Evaluating Solutions: Assessing each solution’s feasibility, risks, and outcomes.
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Implementing the Best Solution: Putting the chosen solution into action and monitoring the results.
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Frequently Asked Question
The D389 course focuses on equipping adult learners with essential strategies to succeed in higher education.
The course includes goal-setting, time management, critical thinking, and self-assessment techniques.
Explore tracking tools and techniques on ulosca.com to stay on top of your goals.
The course is designed to enhance academic success for adults. Visit ulosca.com for detailed insights.
Yes, the course connects learning strategies to real-world scenarios. F