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Part of effective self-regulated learning is the adoption of effective study strategies and adapting strategies over time in response to outcomes. Understanding the reasons why students perceive various strategies as effective, and how they engage in high-impact strategies like self-testing, provides insight about study habits, and how to support students in developing strong metacognitive and self-regulated learning skills. In this session, Dr. McDonnell will summarize some research conducted in undergraduate biology to answer the following questions:
What strategies do students use for learning and exam preparation?
How do reported strategies compare to when students are asked to rank strategies as effective (in other words, does awareness of effective strategies correlate to usage)?
What are the reasons why students believe certain study strategies are helpful?
Do students have the same perceptions of study strategies as their instructors?
How do students engage in self-testing?
Lisa McDonnell has been a teaching professor in the School of Biological Sciences at the University of California, San Diego, for eight years. Her work as a Biology Education Researcher has included investigating student problem solving in genetics, the effects of jargon on learning, how students develop scientific arguments, and most recently on student uses of study strategies.