Written By Manuga Bandarigodage
Introduction
Advances in neuroscience and psychology presents us with new information regarding how the brain learns. Unfortunately, we now know that the learning strategies most of us rely on everyday are ineffective and unproductive.
Many of us have been in a situation where we are studying the day before a test or cramming to complete a presentation before the deadline. Effective methods can help reduce the anxiety behind this learning process due to their simplistic and streamline nature. As rightly said by Epitech 2024, understanding the concepts behind effective learning provides opportunities to improve “personal well being, our productivity and effectiveness.” With this in mind, the blog will explore the most effective and high-yielding learning methods and the science behind them.
1.1 How do we Learn?
Before diving into the science behind a few of the best learning strategies, going over a quick recap of how the brain learns will be useful. As we know, the brain is made up of billions upon billions of neurons that create intricate and extensive neural networks. The area where two neurons meet is called the synapse. By performing new actions or behaviors, we create new neural pathways associated with that idea. Similarly, when we repeatedly activate these neural pathways by doing the same activity over and over, we can strengthen or rewire the synapse (Cunnington 2021). This process is called synaptic plasticity, in essence, this is how learning occurs (Fields 2020).
Productive Learning Methods
2.1 Important Topics and Specific Strategies
When we talk about effective learning strategies, a couple concepts or important topics must be addressed.
Our first concept is active learning. Forms of learning such as “discussions, problem solving, case studies, [and] role plays …” allow students to perform “application of knowledge, analysis and synthesis” in order to promote higher order thinking (University of Queens).
The best learning strategy falls under active learning and is known as active recall. Active recall is the process of retrieving information solely from memorization (Shrivastava 2022). Some examples include flashcards, teaching a friend, or practice testing. In all three examples, you are relearning information from what you remember and not through external sources such as notes.
The second concept is known as the forgetting curve. Once we learn new topics, over time we gradually forget the information. As can be seen from the diagrama, our memory retention exponentially decreases. This obvious, yet powerful realization is what brings us the second most effective learning strategy: spaced repetition.
Spaced repetition is the practice of restudying material at increasing intervals. For instance, let's say you learned about plant functions in biology. Your next study sessions may be scheduled in a manner similar to this; the following day, 3 days after, a week after, and a month after. The key point is that the intervals between study sessions increase. With spaced repetition, you are essentially ‘resetting the forgetting curve’ (refer to diagram). Each time, it takes longer to forget the information and your memory retention increases (Jubbal 2022).
2.2 What the Research Shows
By analyzing and reviewing over 100 studies on the topic of improving learning, psychologist John Dunlosky and his colleagues came to conclusive ratings for many study strategies. The diagram to the right showcases how test results increase from the usage of active recall practices. From the conclusions of Dunlosky, et al. (2013), they “rate practice testing as having high utility” based off the proficient evidence and the “broad applicability” of practice testing to various contexts, whether that be “practice-test formats, kinds of material, learner ages, outcome measures, [or] retention intervals.”
Moving on, let's take a look at the evidence regarding spaced repetition. Desirable difficulties explain that by making the learning process more difficult, we tend to be rewarded with long-term retention (Bjork 1994). Active recall follows this theory. Think about it, as a learning strategy, is it easier to passively read notes or to try and remember information from memory. The key point of spaced repetition is increasing intervals. If you practice the same material everyday, instead of actively retrieving information, you tend to simply recognize that information. As explained in The Interaction Design Foundation, it takes far less cognitive effort to recognize information, as compared to recalling the same information. With this understanding, we circle back to how the brain works. The idea is summed up well in this quote by Fu, Wen and H. Jhamandas (2020): “Long-term potentiation (LTP) is a process involving persistent strengthening of synapses that leads to a long-lasting increase in signal transmission between neurons. It is an important process in the context of synaptic plasticity.”
Conclusion
In this blog, we have reviewed and explored a couple different learning strategies that have been researched and proven to improve our learning process and results.
The goal of this blog was to hopefully make you aware of relevant and perhaps new information. There is only so much I can write in this short blog and I have only scratched the surface of this extensive topic. If at all you were interested, I urge you to explore and research more of this topic yourself. Of course, not everything works for everyone and you shouldn’t try to forcefully incorporate the concepts in this blog into your daily life. However, experimenting and trying variations of these strategies might become useful to you.
The bottom line is that whether you decide to implement these methods or not is solely up to you, however, be mindful of the evidence as staying aware gives you the opportunity to change if you would ever want to.
Works Cited
Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). The MIT Press.
Cunnington, R. (2019, September 19). IBE — Science of learning portal — Neuroplasticity: How the brain changes with learning. Science of learning portal. https://solportal.ibe-unesco.org/articles/neuroplasticity-how-the-brain-changes-with-learning/
Davidson-Davie Community College. (n.d.). Desirable Difficulty. Davidson-Davie Community College. Retrieved January 29, 2024, from https://www.davidsondavie.edu/desirable-difficulty/
Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychol Sci Public Interest. 2013 Jan;14(1):4-58. doi: 10.1177/1529100612453266. PMID: 26173288.
Epitech European Institute of Technology. (n.d.). The importance of learning to learn and how it can change our lives. Epitech. Retrieved January 30, 2024, from https://www.epitech-it.es/importance-learning-to-learn/
Douglas, R. (2020, March 1). The Brain Learns in Unexpected Ways. Scientific American. http://www.scientificamerican.com/article/the-brain-learns-in-unexpected-ways/
Fu, W., & Jhamandas, J. H. (2023, October 21). Amylin receptor involved in hippocampal long-term potentiation. ScienceDirect. https://www.sciencedirect.com/topics/neuroscience/long-term-potentiation
Interaction Design Foundation. (n.d.). What is Recognition vs Recall? | IxDF. The Interaction Design Foundation. Retrieved January 28, 2024, from https://www.interaction-design.org/literature/topics/recognition-vs-recall
Jubbal, K. (2022, October 6). 7 Evidence-Based Study Strategies (And How to Use Each). Med School Insiders. Retrieved February 1, 2024, from https://medschoolinsiders.com/study-strategies/7-evidence-based-study-strategies-how-to-use-each/
Karpicke, J. D., Butler, A. C., & Roediger Ⅲ, H. L. (2009, May 1). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Cognition and Learning Lab. https://learninglab.psych.purdue.edu/downloads/2009/2009_Karpicke_Butler_Roediger.pdf
Kornell, N., Bjork, R.A. The promise and perils of self-regulated study. Psychonomic Bulletin & Review 14, 219–224 (2007). https://doi.org/10.3758/BF03194055
McAllister, K. (2020, September 11). Home News Making and breaking connections in the brain. UC Davis Center for Neuroscience. https://neuroscience.ucdavis.edu/news/making-and-breaking-connections-brain
Rieck, S. (2021, August 25). The Brain and Our Habits: Natural Pathways to Wellness. Maximus. https://maximus.com/the-brain-our-habits
Shrivastava, P. (2023, July 20). Active Recall Studying Methods. UPchieve. https://upchieve.org/blog/active-recall-studying-methods
University of Minnesota Center for Educational Innovation. (n.d.). Active Learning | Center for Educational Innovation. Center for Educational Innovation. Retrieved January 28, 2024, from https://cei.umn.edu/teaching-resources/active-learning
Pyc, M., Rawson, K., & Wissman, K. (2012). (PDF) How and when do students use flashcards? Academia.edu. Retrieved January 27, 2024, from https://www.academia.edu/13564341/How_and_when_do_students_use_flashcards
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