An Exploratory Look at Graduate Students’ Learning Strategies in Asynchronous Online Courses
DOI:
https://doi.org/10.65150/EP-jsshrs/V2E10/2026-14Keywords:
study strategies, retrieval practice, elaboration, dual coding, interleavingAbstract
It is important that all students have a strong set of study strategies. This is especially true for graduate students in Education. These students frequently are, or are planning to be, administrators who. Principals are in a unique position to introduce study strategies to the teachers working under them. This, in turn, gives teachers a set of tools that they can pass on to their students. However, most students rely on strategies, such as rereading, that research shows to be less effective. Research has also identified numerous strategies that are advantageous for retaining studied information (e.g., Carpenter et al.; 2022). However, to put the strategies to use, teachers must know that they exist and when to use them. The current study examined how frequently graduate students in asynchronous online graduate courses use empirically validated research strategies. Specifically, the study focused on retrieval practice, elaboration, dual coding and interleaving. The results showed that the use of such strategies varies among students with interleaving being the most frequently used strategy and dual coding being the least used strategy.
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Copyright (c) 2026 Cassandra Williams, Kristi Young, Dionne Williams, Joyce Farrow, Melissa J. Hawthorne (Author)
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