Effectiveness of a Strategic Learning Course

The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students ’ awareness of per-sonal learning through the study of learning theory and through practical application of specific learning strategies. Students assessed personal gains through pretest and posttest assessments of both metacognitive awareness and regulation. Pretest-to-posttest gains were statistically significant with large, meaningful effect sizes for program participants, including students with disabilities. Evidence supports the effectiveness of the program and, by extension, the value and importance of learning strategies instruction as a powerful educational intervention for students with disabilities. Educators attempt to empower learners with self-awareness and strategies for areas of need, which consequently lead to learners ’ increased reliance on strategic approaches to the process of learning. Learning strategies include procedures for note-taking, reading textbooks or articles, organizing thoughts prior to writing, managing time, test-taking and many other skill areas. Learning strategies are not tricks or shortcuts; instead, strategic learning focuses on matching specific approaches, processes or strategies to the individu-al’s learning needs. Most learning strategies also involve metacognitive processing, which involves intentionally thinking about one’s learning strengths or needs and actively applying a strategy to regulate some aspect of one’s learning. Educational researchers advocated that post-secondary learners should actively employ individualized strategies that meet the learner’s personal learning preferences, strengths, weaknesses, and even disabilities (Davidson & Sternberg, 1998; Gamache, 2002; 14 Learning effectiveness Learning effectiveness 1