PSX_513 Strategies for effective learning

Faculty of Arts
Autumn 2015
Extent and Intensity
1/1. 4 credit(s). Type of Completion: k (colloquium).
Teacher(s)
Mgr. Tatiana Malatincová, Ph.D. (lecturer)
Guaranteed by
PhDr. Pavel Humpolíček, Ph.D.
Department of Psychology – Faculty of Arts
Supplier department: Department of Psychology – Faculty of Arts
Timetable
each even Wednesday 14:10–15:45 zruseno D22
Prerequisites
Students' proficiency in English must be sufficient to be able to follow lectures, participate in classroom discussions, and study textbooks and academic texts in English.

This is an experimental course. Students attending the course will be asked to provide their anonymous data for research purposes related to the subject of the course. However, study participation is not required for course completion.
Course Enrolment Limitations
The course is offered to students of any study field.
The capacity limit for the course is 130 student(s).
Current registration and enrolment status: enrolled: 0/130, only registered: 0/130, only registered with preference (fields directly associated with the programme): 0/130
Course objectives
The course offers a practical overview of theories and findings in psychology that might help any learner find their best way to get the most from their learning experience. Throughout the course, the student will be introduced to the principles of goal-directed learning and will try out specific goal-focused and motivation-enhancing strategies to help them study more effectively. At the end of the course, the students will know how information is processed in goal-directed behaviour, and how active goals affect the ways we perceive, remember and access new knowledge. They will gain insight into what goals direct their own studying experience, and what impact this has on their learning outcomes. They will also learn and try out different strategies of shifting focus to more effective goals in their studying (i.e. developing knowledge and competence rather than simply passing an exam) and making studying more enjoyable and varied.
Syllabus
  • 1. Cognitive processing and goal-directed behaviour: Why and how does our brain learn? What do we remember and what do we forget? How do we access what we have learned?
  • 2. Competing motivations in learning: Mastery v. performance goals. Promotion v. prevention goals. Mindsets. Intrinsic and extrinsic motivation. Introjected and autonomous regulation. Consequences of goal conflict. Why do students always end up learning the necessary minimum for passing a test?
  • 3. Reducing conflict and making step-by-step progress: Making clear-cut decisions. Entering and maintaining implementational mindset. Finding structure. Monitoring progress. Obtaining feedback. Identifying and responding to one’s own needs.
  • 4. Self-motivation: Finding ways to boost inspiration. Finding ways to enhance positive structure and obtain feedback. Finding and removing aversive stimuli and triggers of stress associated with studying.
  • 5.-6. Enhancing one’s own learning experience: Studying as enquiry. Creating study materials.
Literature
  • Dembo, M. H. (2004). Motivation and learning strategies for college success: A self-management approach. Lawrence Erlbaum Associates.
  • Van Blerkom, D. L. (2009). College study skills: Becoming a strategic learner, 6th ed. Wadsworth Cengage Learning.
  • Price, G., & Maier, P. (2007). Effective study skills. Pearson.
  • Moore, S., et al. (2010). The ultimate study skills handbook. Open University Press.
Teaching methods
Lectures and class discussions. Practical real-life learning tasks. Materials and supporting exercises will be provided through an e-learning support course in the ELF. Students will be randomly assigned to two course groups.

Students attending the course will be asked to provide their anonymous data for research purposes related to the subject of the course. However, study participation is not required for course completion.
Assessment methods
Throughout the semester, students are expected to complete regular course assignments (simple quizzes, learning tasks) in time. In some of the assignments, students will be specifically instructed on how to approach the assigned study materials.

The final colloquium has the form of a discussion in small groups. In addition, students are required to write a report (800 to 1,300 words) on their own attempts to implement various alternative learning strategies and analyze the barriers that might have prevented them from using the strategies effectively. The aim is to outline an individualized plan for effective and motivating learning based on the knowledge of one's own functioning.

Students may be asked to participate in a survey which may be linked to their course results; however, their participation on the survey is completely voluntary. Students who will choose to participate will receive feedback on their responses.
Language of instruction
English
Further comments (probably available only in Czech)
Study Materials
The course is taught annually.
Information on course enrolment limitations: Only for english speaking students.
The course is also listed under the following terms Autumn 2016, Autumn 2017, Autumn 2018, Autumn 2019.
  • Enrolment Statistics (Autumn 2015, recent)
  • Permalink: https://is.muni.cz/course/phil/autumn2015/PSX_513