Universal Journal of Educational Research Vol. 1(2), pp. 96 - 103
DOI: 10.13189/ujer.2013.010209
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The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content


Sharon Moukperian1, Vera Woloshyn2,*
1 Student Success Centre, Niagara College, St. Catharines, ON, Canada
2 Brock University, St. Catharines, ON, L2S 3A1, Canada

ABSTRACT

Using self-study methodology, we describe one professor’s efforts to support students’ academic learning by integrating three, evidence-based learning strategies and associated metacognitive dialogue about their use in a first-year, lecture-based course. Learning strategies included the activation/provision of prior knowledge, narratives and recursive question answering. Strategies were presented in an explicit format, with students provided with metacognitive information related to their use. Strategy use also was reinforced as part of an exam review. We advocate for the continued modeling and discussion of evidence-based learning strategies as part of undergraduate lectures while discussing limitations associated with the present study and directions for future research.

KEYWORDS
Learning Strategies, Metacognition, First-Year University

Cite this paper
Sharon Moukperian , Vera Woloshyn . "The Learning Strategist Teaches First-Year Undergraduates: Embedding Learning Strategies and Metacognitive Dialogue into Course Content." Universal Journal of Educational Research 1.2 (2013) 96 - 103. doi: 10.13189/ujer.2013.010209.