How to be a student
We spend a lot of time thinking about how to be the best teacher or learning designer. But how can we be a successful student?
My sister recently started an online Masters degree and she sent me the following text after reading my post on cognitive load.
Can I request an article? As a “mature age” (LOL!!!) student re-entering the world of learning can you do one on HOW TO LEARN??
First up, a side note: the term “mature age student” is completely outdated now, especially for someone in their early 30s. Gone are the days when University was something you did after high school and never came back.
To the main point. The request made me reflect on what I do to learn and how that’s linked to what we know about cognitive load. Even though I’ve not done any formal study for around 10 years, I’ve had to learn a lot in the last two years; mainly about learning design but also about various educational technology. Just last week I was trying to learn the idiosyncrasies of a very… quirky video-sharing and polling platform, and there’s been a lot to take in.
So looking at cognitive load theory through a different lens - how can you use the principles to benefit you as a learner? What can you do practically help yourself learn, especially if the teaching or learning design isn’t perfect, or if you’re trying to learn something completely on your own?
This would be my advice to any student.
Refresh your existing knowledge before learning something new: this activates existing schema of knowledge in your mind and brings what you already know into your working memory, making it easy to draw connections with new material.
Before engaging in a learning activity (like an online lecture, or tutorial session) spend a little time reading over your notes or quizzing yourself.
Chunk content yourself if you need to: this gives your brain the chance to process what you’re learning without becoming overloaded.
If you’re watching a long pre-recorded video, pause after a new concept has been introduced. Take notes that summarise the key points, make connections to existing notes, and take a moment to give yourself a mental break.
If you’re attending long in-person lectures with no breaks - this can be harder. You can try chunking your notes as you go (draw a line on the page etc), and then revise them in ‘chunks’ afterwards.
Practice retrieving and applying what you’ve learned: frequent retrieval reminds your brain that it’s important, strengthens connections, and combats the ‘forgetting curve’.
If the course has provided quizzes or discussions to help you learn - use them all. If you get the answers wrong, work out why, and try again.
Quiz yourself. You can find online quizzes through Quizlet or use Chat GPT to ask you questions. (Use a prompt like “I am student studying [x]. Ask me a question about…”)
Discuss what you’re learning with others - other people doing the course, your partner, family, friends, anyone who will listen! Find aspects of it that are interesting and tell people about it.
Try to find a way to apply what you’re learning. Perhaps you could use aspects of it in your job already, or for a side project you’re working on. Start a blog if you are keen!
Do all of the above frequently, even once a day. If you’ve just learnt something that day, wait a few hours and then refresh your memory, e.g. summarise the main points to your partner over dinner (they will be enthralled I guarantee it!).
Reduce extraneous load: remember this is anything that takes up cognitive load, but shouldn’t.
Keep your notes and resources organised in a book, folder or a digital system like OneNote.
Make sure your computer and internet works reliably, with an easy to read screen, and comfortable equipment for listening to audio. I know that’s easier said than done on a budget.
Make sure you’re fed, hydrated and comfortable. Perhaps even a little caffeinated if that’s your thing. You don’t want to be thinking about how you are hungry, thirsty, cold or hot when you are trying to figure something out.
Reduce stress by taking breaks, doing fun things, and generally having a life.
I realise a lot of this may sound obvious. In writing this, I've realised that a lot of successful students I've taught over the years have done all these things. I've especially seen this work for students who aren't naturally gifted but are motivated to do well. I don't think they were thinking in terms of cognitive science, but it works either way.