Matching Learning Strategies with Learning Tasks

By:
Dr Lynn Maud Hunt,
Glyn Jeffrey
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A study involving 480 University students found they undertake a series of decisions before engaging with a learning task. They first appraise the task to determine its nature and requirements. From this framing of the task they select sets of learning strategies they identify as matching the functional needs of the task.
These learning strategies fit into seven hierarchical functions, from memorising at the simplest level of cognitive complexity to hypothesising at the highest level. These strategy groups appear to operationalise the descriptions of levels of cognitive processing that have been described by others (Bloom, Englehart, Furst, Hill and Krathwohl, 1956; Gagné and Briggs, 1979; Merrill, 1983).
While prior knowledge and study management skills were found to be important predictors of learning outcome generically, when tasks are examined individually, the appropriateness of the learning strategies to the functional nature of the task becomes an important influence on the quality of learning outcome. A significant implication of this result is that improving student decision-making may improve learning.


Keywords: Learning strategies, Learning tasks, Learning outcomes, Student decision-making
Stream: Curriculum and Pedagogy
Presentation Type: Paper Presentation in English
Paper: Matching Learning Strategies with Learning Tasks


Dr Lynn Maud Hunt

Senior lecturer, Department of International Business and Management College of Business , Massey University
New Zealand

Dr Lynn Hunt is a senior lecturer in the Department of International Business and Management. In 1986 she began work in the Business College at Massey University, teaching and conducting research in human resource management, organisational behaviour, computer-based learning, instructional design and psychology, and adult learning. During this time she became involved in HURDA (Human Resource Development in Aviation) research programme in which she developed CALES, a computer-based examination-on-demand system for pilot licensing. Other research interests are human performance, learning strategies and approaches, learning styles, instructional design, online learning and needs assessment. In addition, she is currently working on a number of projects, including: learning styles and profiles, methodologies in accident investigation, measuring competence and proficiency, developing an online distance education programme, air rage and online student self-assessment programmes. She worked at the Massey School of Aviation from 1990 until recently.

Glyn Jeffrey

Academic Director, College of Business, Massey University
New Zealand

Trained as a primary school teacher and after having taught a range of ages and classes, became a lecturer in industrial relations. Areas of interest within that discipline are industrial relations history and the use of simulation in the teaching of collective bargaining. Has also conducted research in the area of ergonomics and in 1989 was part of a team that researched the Greek steel industry, focussing on the physiological cost of work in extreme environments

Ref: L05P0154