How We Learn

There are learning strategies (see table below) that work depending on the situation. There are different approaches to running your class (e.g., Flipped classroom). Ultimately it is the cognitive  processes that explain how learning happens.

Yan et al (2014) explain how learning strategies are not a one size fits all in their article, No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions. They suggest that understanding the underlying cognitive processes of those learning strategies is a better starting place.

Learning Strategies	Underlying Cognitive Processes
1. Interleaved Practice (vs Blocked)	Attention to Essential Structures and Features
2. Spaced or Distributed Practice	Spaced Repetition
3. Retrieval Practice	Successful, Effortful Retrieval from Long-Term Memory

Cognitive process 1: Attention to Essential Structures and Features

Underlies interleaving (shows differences) and blocking (shows what binds the concepts together). Neither is good or bad, but if you draw attention to what is challenging to learn, then learning improves.

Cognitive process 2: Spaced Repetition

This process considers how long is too long between repetitions.  Repetition is effective when recall is challenging but not impossible.  The timing between repetition should be longer and more frequent when you want the memory to last longer.   

Cognitive process 3: Successful, effortful retrieval from long-term memory.

This process addresses why retrieval (e.g., quizzing) would be more effective than re-studying or worked examples in some cases but not others. Quizzing engages in retrieval which improves learning by slowing forgetting, however, if the information is not encoded or learned successfully in the first place then quizzing will not improve learning. If the knowledge needs to be integrated or practiced before being memorized, then re-studying worked examples may be more effective than quizzing until the knowledge is integrated.

Sharing Quotes

Many researchers have come before us. They share wisdom that can help us on our own journey into research. Look at the quotes below (Yan et al., 2024, p 59) and choose one to reflect on, or share another quote and perhaps why it inspires you.

• “One size does not fit all. To empower instructional designers in adapting recommendations to their specific contexts, it is crucial to understand the cognitive processes that underlie learning, rather than getting caught up in ever-changing educational fads.”
  
• “Instead of promoting specific strategies, underlying cognitive processes should guide decisions regarding how to sequence learning and when to revisit and practice content.”
  
• “Meaningful encoding and retention of knowledge requires attention to essential structures and features, as well as integration with prior knowledge; long-lasting learning requires spaced repetition.”