OlwA-Logo
German version of this lesson English version of this lesson Mobile version of this lesson PDF version of this lesson Search Help

Lesson Navigation IconOnline Guidelines for Academic Research and Writing

Unit Navigation IconThe academic research process

Unit Navigation IconOrganization and project management

Unit Navigation IconLiterature research and application

Unit Navigation IconWriting an academic paper

Unit Navigation IconHow do I create a good poster?

Unit Navigation IconPresentation skills

Unit Navigation IconLearning techniques and exam preparation

LO Navigation IconIntroduction: «Learning techniques and exam preparation»

LO Navigation IconLearning approaches

LO Navigation IconOrganization when learning

LO Navigation IconAttitude when taking an exam

Unit Navigation IconBibliography

Unit Navigation IconMetadata

Go to previous page Go to next page

Learning approaches

Depending on learning content and learning phase, there are different learning approaches. When dealing with the basics of a matter, for example, or the vocabulary of a little-known language, learning will almost only be incoherent and oriented towards facts. When dealing with subjects already known, you will be more and more capable of including new ideas in your body of knowledge. It is a fact that knowledge will be better memorized if it is used, related, and developed. However, there are also students who prefer an approach that is oriented towards facts; your learning success will be immediate, and there is no need to have doubts if you learn the right thing (Steiner 2000: 50).

remark

Knowledge will be better memorized when relating it to something already learned.

  • Learning oriented towards facts (surface approach): Memorizing incoherent facts, dealing with details. Isolated analysis of parts of a course, repetition of unaltered contents.
  • Learning oriented towards experience (elaborative approach): A course's content is personalized and concretized by relating it to your own experience as well as by applying it out of context.
  • Learning oriented towards a deeper understanding (deep approach): (deep approach): Searching for the essence of the study material. Different parts will be connected to form an entity while looking for relations to other contents. You draw conclusions as regards content and authorship to personalize the knowledge gained.

Concentration

Learning success is closely related to the capability of concentration. If you let the mind wander and do not focus on learning targets, important components of your learning success (e.g. efficiency and the faculty of thought) will decrease accordingly. The capability of concentration can be increased in the same way as all the stages of your learning process:

Attaching importance to a topic's introduction: It is difficult to concentrate if the introduction and the way of tackling a subject are already flawed. Your curiosity is piqued by getting a general idea first as well as by trying to find a concrete example, or by relating it to everyday life. We recommend, for example, trying to get an overview of an entire book or script in just one hour before imagining a summary of its content. Chapters can be skimmed over while evaluating them by means of important keywords or by reading just their headings and very first sentences. On the one hand, this method will wet the appetite for filling the gaps; on the other hand, you have already gotten an overview and are therefore better prepared for what comes next (Steiner 2000: 76).

remark

Having a good introduction of a new topic will help to concentrate better.

Getting in the mood for new topics: We recommend preparing yourself mentally for a new learning session. It is best to review what you have learned the day before; then you can establish a connection between those two learning sessions. A re-entry in a topic will be easier since a part of the repetition is already achieved (Steiner 2000: 81).

remark

When relating topics to each other, it is easier to approach new subject areas.

Reserving time for certain tasks (cf. «Time management»): Learning processes are simplified by reserving extra time for learning and thinking. You should pay attention to the fact that such times have to be undisturbed and respected by your surroundings. It is therefore necessary to identify any sources of disturbance before eliminating them (e.g. phone, noise). Other things influencing your capability of concentration (e.g. mixed feelings) should be assigned to another date. By creating a steady rhythm of fixed hours for learning and leisure purposes, you reduce the risk of getting disturbed while making learning a matter of course (Steiner 2000: 79).

remark

You should not feel guilty when enjoying some time off.

Breaks: Breaks are important for your capability of concentration. It is difficult to provide hard and fast standards; however, it is generally better to make many short breaks and just a few long ones. Sometimes it is enough to take a sip of water while looking out of the window or making a few steps in order to increase your capability of concentration. It also makes sense to alternate reading and writing or to take a short break and do some cooking (Steiner 2000: 82).

Changing your learning location: By changing the learning location every few weeks, you avoid monotony while rendering the learning process more interesting (Steiner 2000: 83). It is also possible to structure single learning steps by choosing different locations, for example, by studying in the library before repeating the learning content at home or on the way home. However, many students prefer one single learning location since constant surroundings are better suited for focusing one's thoughts and avoiding distractions.

remark

Breaks and some exercises structure the learning process and lighten one's mood.

Retelling things learned: It can be very useful to repeat the most important facts for real or imaginary people, experts or not, every other day or at least every now and then. Most of the time, it helps to clarify relations and overall structures by rephrasing and simplifying them (Steiner 2000: 89).

Taking notes of a learning session's beginning and end: By monitoring learning hours, you achieve the following objectives: on the one hand, you find out how long it is possible to pay attention (notes on length of learning session and situation). On the other hand, you can create the atmosphere of being under pressure in order to increase the capability of concentration during learning sessions (Steiner 2000: 91).

remark

What can't be explained hasn't been understood.

Top Go to previous page Go to next page