A Meta-Analysis of Dunlosky's Learning Strategies: Toward an Explanatory Model of Learning

• In Event: Poster Session 8
  In Poster Session: Division C Section 2a Poster Session 3: Cognitive Processes

Abstract

Learning strategies – activities that learners undertake to enhance their learning – are well researched, but not well understood by students or educators. Our research addresses this disparity through a meta-analysis of 10 learning strategies originally reviewed by Dunlosky et al, including a moderator analysis, and confirms the superiority of some strategies over others in a range of educational contexts. We deconstruct each strategy into pedagogical primes, and demonstrate how these enable a closer alignment of the disparate disciplines of educational research and neuroscience. Finally, we propose an explanatory model of learning, that enables students and educators to better apply strategies in accordance with individual and sociocultural antecedents, and the intended educational outcomes for the individual and general society.

Authors

• Gregory M Donoghue, University of Melbourne

• John A.C. Hattie, The University of Melbourne