effective study habits for distance learning essay

Tips to Succeed as an Online Student

Explore these 10 helpful tips for success as an online student.

Taking a single course, starting a degree program, or completing a graduate certificate? These helpful tips can help you succeed as an online student.

Starting an online degree or certificate can be intimidating. After all, online learning platforms are still relatively new in higher education. Many of us developed learning skills in a traditional classroom. But to be successful in a virtual classroom, you need to adjust your study habits and adapt to new technologies.

According to Kimberly Parke, director of admissions at Harvard Extension School, success as a distance education student requires—first and foremost—grit. Parke offers 10 tips to help you bring your best self to the table each semester.

1. Take Advantage of the Resources Around You

No matter where you’re enrolled, there are always resources to help you get the most out of your courses. Most accredited higher ed institutions will offer virtual office hours with an instructor, and many will give you access to research databases and other resources. Be sure to check out your school’s  resources page  as a starting point.

This page includes information on computer facilities, research tools, and academic and career support—and knowing how to use these resources is just as important as knowing where to find them.

If you have an advisor, be sure to use this crucial resource. A dedicated advisor who can direct you through the experience, from admissions to graduation, can make all the difference in your journey.

Students should also take advantage of networking opportunities with their classmates and instructors. Instructors are not just in charge of uploading lectures and grading assignments. They can also act as a valuable resource for you as a student, containing a wealth of knowledge within their fields of interest.

Start by reaching out during office hours or even sending a quick email to introduce yourself—small connections can end up going a long way.

2. If Possible, Get Your Employer On Board

Many employers are happy to support their employees’ continuing education as long as it doesn’t interfere with their job duties. In certain cases, they may even be willing to help with tuition costs, particularly if your course of study relates to the business.

In any event, your employer may be willing to give you flexible hours or remote work privileges to help you fit coursework into your schedule. If you have a long commute, saving yourself those hours on the road can free up significant time.

If you are pivoting careers and taking courses in order to transition to a different field, it may not be possible or desirable to share this with your employer. If this is your situation, at a minimum ensure you have enough flexibility (including vacation hours) to accommodate the time commitment.

Read our blog on employer-sponsored tuition programs

3. Prepare and Plan Ahead of Time

When choosing a course, check the syllabus to ensure you have no personal or professional conflicts. Have an important board meeting on a test day? Is a large assignment due the week of your kids’ school vacation? Such conflicts can jeopardize your success. Be realistic about the demands and choose a course that will fit into your schedule

If you’re ultimately pursuing a degree or certificate, remember to be flexible. There are going to be semesters where taking two or three courses is doable, and others where you may only be able to dedicate the time to one. Keep in mind that planning too far in advance can be overwhelming at times.

Try mapping out a semester or two in advance rather than planning your entire academic curriculum at once. By planning accordingly, you should have no problem balancing your personal calendar with your academic studies.

4. Don’t Underestimate the Time Commitment

Harvard Extension and other credible online courses are rigorous! Don’t treat them differently than you would a regular class.

Though online courses are inherently more flexible than traditional face-to-face classes, the time commitment required to succeed is no different. You’ll need to manage your time well.  Build in time not only for completing assignments, but also participating in discussion boards and peer conversations.

Without face-to-face reminders, it can be easy to overlook looming deadlines and wind up scrambling to finish at the last minute. To avoid this, schedule regular study time, preferably daily. During study sessions, look through upcoming assignments to ensure you’ve budgeted enough time to give them all your best effort.

5. Know Your Strengths, Limitations, and Motivators

If you’re not a morning person, don’t plan on doing your coursework before work. If you’re consistently exhausted by 7 p.m., don’t schedule study time for the late evening hours. Some people work best in long uninterrupted chunks of time, others fare better with shorter more frequent sessions. Set yourself up for success by making plans you’ll actually stick to.

Consider what motivates you. Yes, education is its own reward, but it doesn’t hurt to build in more immediate rewards for your hard work. Set yourself a goal and treat yourself when you accomplish it. These treats don’t have to be expensive or overly indulgent. Even allowing yourself to watch your favorite show will work if that feels rejuvenating to you.

The key is to know yourself well enough to create a routine that enables you to do your best work. And choose rewards that encourage you to stick with it until it’s done.

6. Find a Quiet Workspace

While reading on your bed or couch can be relaxing, separating work from home is crucial when taking an online course. Setting up a quiet and productive workspace is especially important for those online learners who are not able to access the campus library, and are restricted to their own home during class hours.

Try finding a quiet room, or section of a room, with minimal distractions. Studying in the same place at the same general time creates a routine of stability as you participate in your course modules each week, and sets the tone for any future online courses you may take.

7. Schedule Time for Your Relationships

Returning to school, whether online or in a traditional classroom, is challenging. You’ll need both logistical and emotional support throughout. Students who find themselves neglecting their support networks in order to take classes are much more likely to drop out.

Be sure to communicate with the important people in your life – let them know what you are doing and what kind of support they can provide if needed.

Strive for work/life harmony, not balance. There will be times when you must give your all to your coursework, so make sure to carve out time during the less intense periods to spend time with your family and friends and nurture those relationships.

Knowing that you’ve made time to spend with the important people in your life can make periods of intensity more bearable for both you and the people you love.

8. Develop Grit

Having grit can mean different things in varying circumstances, but what it really boils down to in this context is being able to persevere and overcome difficult situations. Parke is a strong believer in “sticking with your plan day in and day out, not just for the week or for the month, but for years, and working hard to make your future a reality.” Using the  suggested tools and strategies for how to succeed as a distance student  can help you exponentially along the way.

“There’s a great deal to learn—not only in the classroom, but about how school works today—and committing to it is a big responsibility,” said Parke. “That’s why grit, both academic and personal, is so important if a student aims to manage all of his or her obligations successfully.”

9. Read Everything

From registration procedures to course descriptions and syllabi, in order to be a successful student you will need to read as much as you can. As an online course-taker, a lot of the information you receive from your instructors will be in text form. It’s important to remember that not all information is intuitive, especially when it comes to policies. The website and course catalog are built in a way that is easily navigable for students, and should be used as a reference point throughout your studies.

10. Stay Active and Engaged

Finally, remind yourself why you’re taking classes in the first place. Online courses provide opportunities for continuing education that were undreamt of just a generation ago. Treat your course as an exciting opportunity rather than an obligation.

Participate in everything you can – connect with your instructors, your classmates, and any additional resources you are provided. As with anything else, you will get out of your course as much as you are willing to put in.

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5 Strategies for Academic Success: Using Your Strengths

These five tips show you how to keep a clear head and have a successful semester.

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

Capturing the benefits of remote learning

How education experts are applying lessons learned in the pandemic to promote positive outcomes for all students

Vol. 52 No. 6 Print version: page 46

• Schools and Classrooms
• Technology and Design

With schools open again after more than a year of teaching students outside the classroom, the pandemic sometimes feels like a distant memory. The return to classrooms this fall brings major relief for many families and educators. Factors such as a lack of reliable technology and family support, along with an absence of school resources, resulted in significant academic setbacks, not to mention stress for everyone involved.

But for all the downsides of distance learning, educators, psychologists, and parents have seen some benefits as well. For example, certain populations of students found new ways to be more engaged in learning, without the distractions and difficulties they faced in the classroom, and the general challenges of remote learning and the pandemic brought mental health to the forefront of the classroom experience.

Peter Faustino, PsyD, a school psychologist in Scarsdale, New York, said the pandemic also prompted educators and school psychologists to find creative new ways of ensuring students’ emotional and academic well-being. “So many students were impacted by the pandemic, so we couldn’t just assume they would find resources on their own,” said Faustino. “We had to work hard at figuring out new ways to connect with them.”

Here are some of the benefits of distance learning that school psychologists and educators have observed and the ways in which they’re implementing those lessons post-pandemic, with the goal of creating a more equitable, productive environment for all students.

Prioritizing mental health

Faustino said that during the pandemic, he had more mental health conversations with students, families, and teachers than ever. “Because COVID-19 affected everyone, we’re now having mental health discussions as school leaders on a daily and weekly basis,” he said.

This renewed focus on mental health has the potential to improve students’ well-being in profound ways—starting with helping them recover from the pandemic’s effects. In New York City, for example, schools are hiring more than 600 new clinicians, including psychologists , to screen students’ mental health and help them process pandemic-related trauma and adjust to the “new normal” of attending school in person.

Educators and families are also realizing the importance of protecting students’ mental health more generally—not only for their health and safety but for their learning. “We’ve been seeing a broader appreciation for the fact that mental health is a prerequisite for learning rather than an extracurricular pursuit,” said Eric Rossen, PhD, director of professional development and standards at the National Association of School Psychologists.

As a result, Rossen hopes educators will embed social and emotional learning components into daily instruction. For example, teachers could teach mindfulness techniques in the classroom and take in-the-moment opportunities to help kids resolve conflicts or manage stress.

Improved access to mental health resources in schools is another positive effect. Because of physical distancing guidelines, school leaders had to find ways to deliver mental health services remotely, including via online referrals and teletherapy with school psychologists and counselors.

Early in the pandemic, Faustino said he was hesitant about teletherapy’s effectiveness; now, he hopes to continue offering a virtual option. Online scheduling and remote appointments make it easier for students to access mental health resources, and some students even enjoy virtual appointments more, as they can attend therapy in their own spaces rather than showing up in the counselor’s office. For older students, Faustino said that level of comfort often leads to more productive, open conversations.

Autonomy as a key to motivation

Research suggests that when students have more choices about their materials and activities, they’re more motivated—which may translate to increased learning and academic success. In a 2016 paper, psychology researcher Allan Wigfield, PhD, and colleagues make the case that control and autonomy in reading activities can improve both motivation and comprehension ( Child Development Perspectives , Vol. 10, No. 3 ).

During the period of online teaching, some students had opportunities to learn at their own pace, which educators say improved their learning outcomes—especially in older students. In a 2020 survey of more than 600 parents, researchers found the second-most-valued benefit of distance learning was flexibility—not only in schedule but in method of learning.

In a recent study, researchers found that 18% of parents pointed to greater flexibility in a child’s schedule or way of learning as the biggest benefit or positive outcome related to remote learning ( School Psychology , Roy, A., et al., in press).

This individualized learning helps students find more free time for interests and also allows them to conduct their learning at a time they’re most likely to succeed. During the pandemic, Mark Gardner, an English teacher at Hayes Freedom High School in Camas, Washington, said he realized how important student-centered learning is and that whether learning happens should take precedence over how and when it occurs.

For example, one of his students thrived when he had the choice to do work later at night because he took care of his siblings during the day. Now, Gardner posts homework online on Sundays so students can work at their own pace during the week. “Going forward, we want to create as many access points as we can for kids to engage with learning,” he said.

Rosanna Breaux , PhD, an assistant professor of psychology and assistant director of the Child Study Center at Virginia Tech, agrees. “I’d like to see this flexibility continue in some way, where—similar to college—students can guide their own learning based on their interests or when they’re most productive,” she said.

During the pandemic, many educators were forced to rethink how to keep students engaged. Rossen said because many school districts shared virtual curricula during the period of remote learning, older students could take more challenging or interesting courses than they could in person. The same is true for younger students: Megan Hibbard, a teacher in White Bear Lake, Minnesota, said many of her fifth graders enjoyed distance learning more than in-person because they could work on projects that aligned with their interests.

“So much of motivation is discovering the unique things the student finds interesting,” said Hunter Gehlbach, PhD, a professor and vice dean at the Johns Hopkins School of Education. “The more you can facilitate students spending more time on the things they’re really interested in, the better.”

Going forward, Rossen hopes virtual curricula will allow students greater opportunities to pursue their interests, such as by taking AP classes, foreign languages, or vocational electives not available at their own schools.

Conversely, Hibbard’s goal is to increase opportunities for students to pursue their interests in the in-person setting. For example, she plans to increase what she calls “Genius Hours,” a time at the end of the school day when students can focus on high-interest projects they’ll eventually share with the class.

Better understanding of children's needs

One of the most important predictors of a child’s success in school is parental involvement in their education. For example, in a meta-analysis of studies, researchers linked parental engagement in their middle schoolers’ education with greater measures of success (Hill, N. E., & Tyson, D. F., Developmental Psychology , Vol. 45, No. 3, 2009).

During the pandemic, parents had new opportunities to learn about their kids and, as a result, help them learn. According to a study by Breaux and colleagues, many parents reported that the pandemic allowed them a better understanding of their child’s learning style, needs, or curriculum.

James C. Kaufman , PhD, a professor of educational psychology at the University of Connecticut and the father of an elementary schooler and a high schooler, said he’s had a front-row seat for his sons’ learning for the first time. “Watching my kids learn and engage with classmates has given me some insight in how to parent them,” he said.

Stephen Becker , PhD, a pediatric psychologist at Cincinnati Children’s Hospital Medical Center, said some parents have observed their children’s behavior or learning needs for the first time, which could prompt them to consider assessment and Individualized Education Program (IEP) services. Across the board, Gehlbach said parents are realizing how they can better partner with schools to ensure their kids’ well-being and academic success.

For example, Samantha Marks , PsyD, a Florida-based clinical psychologist, said she realized how much help her middle school daughter, a gifted and talented student with a 504 plan (a plan for how the school will offer support for a student’s disability) for anxiety, needed with independence. “Bringing the learning home made it crystal clear what we needed to teach our daughter to be independent and improve executive functioning” she said. “My takeaway from this is that more parents need to be involved in their children’s education in a healthy, helpful way.”

Marks also gained a deeper understanding of her daughter’s mental health needs. Through her 504 plan, she received help managing her anxiety at school—at home, though, Marks wasn’t always available to help, which taught her the importance of helping her daughter manage her anxiety independently.

Along with parents gaining a deeper understanding of their kids’ needs, the pandemic also prompted greater parent participation in school. For example, Rossen said his kids’ school had virtual school board meetings; he hopes virtual options continue for events like back-to-school information sessions and parenting workshops. “These meetings are often in the evening, and if you’re a single parent or sole caregiver, you may not want to pay a babysitter in order to attend,” he said.

Brittany Greiert, PhD, a school psychologist in Aurora, Colorado, says culturally and linguistically diverse families at her schools benefited from streamlined opportunities to communicate with administrators and teachers. Her district used an app that translates parent communication into 150 languages. Parents can also remotely participate in meetings with school psychologists or teachers, which Greiert says she plans to continue post-pandemic.

Decreased bullying

During stay-at-home orders, kids with neurodevelopmental disorders experienced less bullying than pre-pandemic (McFayden, T. C., et al., Journal of Rural Mental Health , No. 45, Vol. 2, 2021). According to 2019 research, children with emotional, behavioral, and physical health needs experience increased rates of bullying victimization ( Lebrun-Harris, L. A., et al., ), and from the U.S. Department of Education suggests the majority of bullying takes place in person and in unsupervised areas (PDF) .

Scott Graves , PhD, an associate professor of educational studies at The Ohio State University and a member of APA’s Coalition for Psychology in Schools and Education (CPSE), said the supervision by parents and teachers in remote learning likely played a part in reducing bullying. As a result, he’s less worried his Black sons will be victims of microaggressions and racist behavior during online learning.

Some Asian American families also report that remote learning offered protection against racism students may have experienced in person. Shereen Naser, PhD, an associate professor of psychology at Cleveland State University and a member of CPSE, and colleagues found that students are more comfortable saying discriminatory things in school when their teachers are also doing so; Naser suspects this trickle-down effect is less likely to happen when students learn from home ( School Psychology International , 2019).

Reductions in bullying and microaggressions aren’t just beneficial for students’ long-term mental health. Breaux said less bullying at school results in less stress, which can improve students’ self-esteem and mood—both of which impact their ability to learn.

Patricia Perez, PhD, an associate professor of international psychology at The Chicago School of Professional Psychology and a member of CPSE, said it’s important for schools to be proactive in providing spaces for support and cultural expression for students from vulnerable backgrounds, whether in culture-specific clubs, all-school assemblies that address racism and other diversity-related topics, or safe spaces to process feelings with teachers.

According to Rossen, many schools are already considering how to continue supporting students at risk for bullying, including by restructuring the school environment.

One principal, Rossen said, recently switched to single-use bathrooms to avoid congregating in those spaces once in-person learning commences to maintain social distancing requirements. “The principal received feedback from students about how going to the bathroom is much less stressful for these students in part due to less bullying,” he said.

More opportunities for special needs students

In Becker and Breaux’s research, parents of students with attention-deficit/hyperactivity disorder (ADHD), particularly those with a 504 plan and IEP, reported greater difficulties with remote learning. But some students with special learning needs—including those with IEPs and 504 plans—thrived in an at-home learning environment. Recent reporting in The New York Times suggests this is one reason many students want to continue online learning.

According to Cara Laitusis, PhD, a principal research scientist at Educational Testing Service ( ETS ) and a member of CPSE, reduced distractions may improve learning outcomes for some students with disabilities that impact attention in a group setting. “In assessments, small group or individual settings are frequently requested accommodations for some students with ADHD, anxiety, or autism. Being in a quiet place alone without peers for part of the instructional day may also allow for more focus,” she said. However, she also pointed out the benefits of inclusion in the classroom for developing social skills with peers.

Remote learning has improved academic outcomes for students with different learning needs, too. Marks said her seventh-grade daughter, a visual learner, appreciated the increase in video presentations and graphics. Similarly, Hibbard said many of her students who struggle to grasp lessons on the first try have benefited from the ability to watch videos over again until they understand. Post-pandemic, she plans to record bite-size lessons—for example, a 1-minute video of a long division problem—so her students can rewatch and process at their own rate.

Learners with anxiety also appreciate the option not to be in the classroom, because the social pressures of being surrounded by peers can make it hard to focus on academics. “Several of my students have learned more in the last year simply due to the absence of anxiety,” said Rosie Reid, an English teacher at Ygnacio Valley High School in Concord, California, and a 2019 California Teacher of the Year. “It’s just one less thing to negotiate in a learning environment.”

On online learning platforms, it’s easier for kids with social anxiety or shyness to participate. One of Gardner’s students with social anxiety participated far more in virtual settings and chats. Now, Gardner is brainstorming ways to encourage students to chat in person, such as by projecting a chat screen on the blackboard.

Technology has helped school psychologists better engage students, too. For example, Greiert said the virtual setting gave her a new understanding of her students’ personalities and needs. “Typing out their thoughts, they were able to demonstrate humor or complex thoughts they never demonstrated in person,” she said. “I really want to keep incorporating technology into sessions so kids can keep building on their strengths.”

Reid says that along with the high school students she teaches, she’s seen her 6-year-old daughter benefit from learning at her own pace in the familiarity of her home. Before the pandemic, she was behind academically, but by guiding her own learning—writing poems, reading books, playing outside with her siblings—she’s blossomed. “For me, as both a mother and as a teacher, this whole phenomenon has opened the door to what education can be,” Reid said.

Eleanor Di Marino-Linnen, PhD, a psychologist and superintendent of the Rose Tree Media School District in Media, Pennsylvania, says the pandemic afforded her district a chance to rethink old routines and implement new ones. “As challenging as it is, it’s definitely an exciting time to be in education when we have a chance to reenvision what schools have looked like for many years,” she said. “We want to capitalize on what we’ve learned.”

Further reading

Why are some kids thriving during remote learning? Fleming, N., Edutopia, 2020

Remote learning has been a disaster for many students. But some kids have thrived. Gilman, A., The Washington Post , Oct. 3, 2020

A preliminary examination of key strategies, challenges, and benefits of remote learning expressed by parents during the COVID-19 pandemic Roy, A., et al., School Psychology , in press

Remote learning during COVID-19: Examining school practices, service continuation, and difficulties for adolescents with and without attention-deficit/hyperactivity disorder Becker S. P., et al., Journal of Adolescent Health , 2020

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The effects of online education on academic success: A meta-analysis study

• Published: 06 September 2021
• Volume 27 , pages 429–450, ( 2022 )

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• Hakan Ulum   ORCID: orcid.org/0000-0002-1398-6935 1  

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The purpose of this study is to analyze the effect of online education, which has been extensively used on student achievement since the beginning of the pandemic. In line with this purpose, a meta-analysis of the related studies focusing on the effect of online education on students’ academic achievement in several countries between the years 2010 and 2021 was carried out. Furthermore, this study will provide a source to assist future studies with comparing the effect of online education on academic achievement before and after the pandemic. This meta-analysis study consists of 27 studies in total. The meta-analysis involves the studies conducted in the USA, Taiwan, Turkey, China, Philippines, Ireland, and Georgia. The studies included in the meta-analysis are experimental studies, and the total sample size is 1772. In the study, the funnel plot, Duval and Tweedie’s Trip and Fill Analysis, Orwin’s Safe N Analysis, and Egger’s Regression Test were utilized to determine the publication bias, which has been found to be quite low. Besides, Hedge’s g statistic was employed to measure the effect size for the difference between the means performed in accordance with the random effects model. The results of the study show that the effect size of online education on academic achievement is on a medium level. The heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

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• Artificial Intelligence
• Digital Education and Educational Technology

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1 Introduction

Information and communication technologies have become a powerful force in transforming the educational settings around the world. The pandemic has been an important factor in transferring traditional physical classrooms settings through adopting information and communication technologies and has also accelerated the transformation. The literature supports that learning environments connected to information and communication technologies highly satisfy students. Therefore, we need to keep interest in technology-based learning environments. Clearly, technology has had a huge impact on young people's online lives. This digital revolution can synergize the educational ambitions and interests of digitally addicted students. In essence, COVID-19 has provided us with an opportunity to embrace online learning as education systems have to keep up with the rapid emergence of new technologies.

Information and communication technologies that have an effect on all spheres of life are also actively included in the education field. With the recent developments, using technology in education has become inevitable due to personal and social reasons (Usta, 2011a ). Online education may be given as an example of using information and communication technologies as a consequence of the technological developments. Also, it is crystal clear that online learning is a popular way of obtaining instruction (Demiralay et al., 2016 ; Pillay et al., 2007 ), which is defined by Horton ( 2000 ) as a way of education that is performed through a web browser or an online application without requiring an extra software or a learning source. Furthermore, online learning is described as a way of utilizing the internet to obtain the related learning sources during the learning process, to interact with the content, the teacher, and other learners, as well as to get support throughout the learning process (Ally, 2004 ). Online learning has such benefits as learning independently at any time and place (Vrasidas & MsIsaac, 2000 ), granting facility (Poole, 2000 ), flexibility (Chizmar & Walbert, 1999 ), self-regulation skills (Usta, 2011b ), learning with collaboration, and opportunity to plan self-learning process.

Even though online education practices have not been comprehensive as it is now, internet and computers have been used in education as alternative learning tools in correlation with the advances in technology. The first distance education attempt in the world was initiated by the ‘Steno Courses’ announcement published in Boston newspaper in 1728. Furthermore, in the nineteenth century, Sweden University started the “Correspondence Composition Courses” for women, and University Correspondence College was afterwards founded for the correspondence courses in 1843 (Arat & Bakan, 2011 ). Recently, distance education has been performed through computers, assisted by the facilities of the internet technologies, and soon, it has evolved into a mobile education practice that is emanating from progress in the speed of internet connection, and the development of mobile devices.

With the emergence of pandemic (Covid-19), face to face education has almost been put to a halt, and online education has gained significant importance. The Microsoft management team declared to have 750 users involved in the online education activities on the 10 th March, just before the pandemic; however, on March 24, they informed that the number of users increased significantly, reaching the number of 138,698 users (OECD, 2020 ). This event supports the view that it is better to commonly use online education rather than using it as a traditional alternative educational tool when students do not have the opportunity to have a face to face education (Geostat, 2019 ). The period of Covid-19 pandemic has emerged as a sudden state of having limited opportunities. Face to face education has stopped in this period for a long time. The global spread of Covid-19 affected more than 850 million students all around the world, and it caused the suspension of face to face education. Different countries have proposed several solutions in order to maintain the education process during the pandemic. Schools have had to change their curriculum, and many countries supported the online education practices soon after the pandemic. In other words, traditional education gave its way to online education practices. At least 96 countries have been motivated to access online libraries, TV broadcasts, instructions, sources, video lectures, and online channels (UNESCO, 2020 ). In such a painful period, educational institutions went through online education practices by the help of huge companies such as Microsoft, Google, Zoom, Skype, FaceTime, and Slack. Thus, online education has been discussed in the education agenda more intensively than ever before.

Although online education approaches were not used as comprehensively as it has been used recently, it was utilized as an alternative learning approach in education for a long time in parallel with the development of technology, internet and computers. The academic achievement of the students is often aimed to be promoted by employing online education approaches. In this regard, academicians in various countries have conducted many studies on the evaluation of online education approaches and published the related results. However, the accumulation of scientific data on online education approaches creates difficulties in keeping, organizing and synthesizing the findings. In this research area, studies are being conducted at an increasing rate making it difficult for scientists to be aware of all the research outside of their ​​expertise. Another problem encountered in the related study area is that online education studies are repetitive. Studies often utilize slightly different methods, measures, and/or examples to avoid duplication. This erroneous approach makes it difficult to distinguish between significant differences in the related results. In other words, if there are significant differences in the results of the studies, it may be difficult to express what variety explains the differences in these results. One obvious solution to these problems is to systematically review the results of various studies and uncover the sources. One method of performing such systematic syntheses is the application of meta-analysis which is a methodological and statistical approach to draw conclusions from the literature. At this point, how effective online education applications are in increasing the academic success is an important detail. Has online education, which is likely to be encountered frequently in the continuing pandemic period, been successful in the last ten years? If successful, how much was the impact? Did different variables have an impact on this effect? Academics across the globe have carried out studies on the evaluation of online education platforms and publishing the related results (Chiao et al., 2018 ). It is quite important to evaluate the results of the studies that have been published up until now, and that will be published in the future. Has the online education been successful? If it has been, how big is the impact? Do the different variables affect this impact? What should we consider in the next coming online education practices? These questions have all motivated us to carry out this study. We have conducted a comprehensive meta-analysis study that tries to provide a discussion platform on how to develop efficient online programs for educators and policy makers by reviewing the related studies on online education, presenting the effect size, and revealing the effect of diverse variables on the general impact.

There have been many critical discussions and comprehensive studies on the differences between online and face to face learning; however, the focus of this paper is different in the sense that it clarifies the magnitude of the effect of online education and teaching process, and it represents what factors should be controlled to help increase the effect size. Indeed, the purpose here is to provide conscious decisions in the implementation of the online education process.

The general impact of online education on the academic achievement will be discovered in the study. Therefore, this will provide an opportunity to get a general overview of the online education which has been practiced and discussed intensively in the pandemic period. Moreover, the general impact of online education on academic achievement will be analyzed, considering different variables. In other words, the current study will allow to totally evaluate the study results from the related literature, and to analyze the results considering several cultures, lectures, and class levels. Considering all the related points, this study seeks to answer the following research questions:

What is the effect size of online education on academic achievement?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the country?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the class level?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the lecture?

How do the effect sizes of online education on academic achievement change according to the moderator variable of the online education approaches?

This study aims at determining the effect size of online education, which has been highly used since the beginning of the pandemic, on students’ academic achievement in different courses by using a meta-analysis method. Meta-analysis is a synthesis method that enables gathering of several study results accurately and efficiently, and getting the total results in the end (Tsagris & Fragkos, 2018 ).

2.1 Selecting and coding the data (studies)

The required literature for the meta-analysis study was reviewed in July, 2020, and the follow-up review was conducted in September, 2020. The purpose of the follow-up review was to include the studies which were published in the conduction period of this study, and which met the related inclusion criteria. However, no study was encountered to be included in the follow-up review.

In order to access the studies in the meta-analysis, the databases of Web of Science, ERIC, and SCOPUS were reviewed by utilizing the keywords ‘online learning and online education’. Not every database has a search engine that grants access to the studies by writing the keywords, and this obstacle was considered to be an important problem to be overcome. Therefore, a platform that has a special design was utilized by the researcher. With this purpose, through the open access system of Cukurova University Library, detailed reviews were practiced using EBSCO Information Services (EBSCO) that allow reviewing the whole collection of research through a sole searching box. Since the fundamental variables of this study are online education and online learning, the literature was systematically reviewed in the related databases (Web of Science, ERIC, and SCOPUS) by referring to the keywords. Within this scope, 225 articles were accessed, and the studies were included in the coding key list formed by the researcher. The name of the researchers, the year, the database (Web of Science, ERIC, and SCOPUS), the sample group and size, the lectures that the academic achievement was tested in, the country that the study was conducted in, and the class levels were all included in this coding key.

The following criteria were identified to include 225 research studies which were coded based on the theoretical basis of the meta-analysis study: (1) The studies should be published in the refereed journals between the years 2020 and 2021, (2) The studies should be experimental studies that try to determine the effect of online education and online learning on academic achievement, (3) The values of the stated variables or the required statistics to calculate these values should be stated in the results of the studies, and (4) The sample group of the study should be at a primary education level. These criteria were also used as the exclusion criteria in the sense that the studies that do not meet the required criteria were not included in the present study.

After the inclusion criteria were determined, a systematic review process was conducted, following the year criterion of the study by means of EBSCO. Within this scope, 290,365 studies that analyze the effect of online education and online learning on academic achievement were accordingly accessed. The database (Web of Science, ERIC, and SCOPUS) was also used as a filter by analyzing the inclusion criteria. Hence, the number of the studies that were analyzed was 58,616. Afterwards, the keyword ‘primary education’ was used as the filter and the number of studies included in the study decreased to 3152. Lastly, the literature was reviewed by using the keyword ‘academic achievement’ and 225 studies were accessed. All the information of 225 articles was included in the coding key.

It is necessary for the coders to review the related studies accurately and control the validity, safety, and accuracy of the studies (Stewart & Kamins, 2001 ). Within this scope, the studies that were determined based on the variables used in this study were first reviewed by three researchers from primary education field, then the accessed studies were combined and processed in the coding key by the researcher. All these studies that were processed in the coding key were analyzed in accordance with the inclusion criteria by all the researchers in the meetings, and it was decided that 27 studies met the inclusion criteria (Atici & Polat, 2010 ; Carreon, 2018 ; Ceylan & Elitok Kesici, 2017 ; Chae & Shin, 2016 ; Chiang et al. 2014 ; Ercan, 2014 ; Ercan et al., 2016 ; Gwo-Jen et al., 2018 ; Hayes & Stewart, 2016 ; Hwang et al., 2012 ; Kert et al., 2017 ; Lai & Chen, 2010 ; Lai et al., 2015 ; Meyers et al., 2015 ; Ravenel et al., 2014 ; Sung et al., 2016 ; Wang & Chen, 2013 ; Yu, 2019 ; Yu & Chen, 2014 ; Yu & Pan, 2014 ; Yu et al., 2010 ; Zhong et al., 2017 ). The data from the studies meeting the inclusion criteria were independently processed in the second coding key by three researchers, and consensus meetings were arranged for further discussion. After the meetings, researchers came to an agreement that the data were coded accurately and precisely. Having identified the effect sizes and heterogeneity of the study, moderator variables that will show the differences between the effect sizes were determined. The data related to the determined moderator variables were added to the coding key by three researchers, and a new consensus meeting was arranged. After the meeting, researchers came to an agreement that moderator variables were coded accurately and precisely.

2.2 Study group

27 studies are included in the meta-analysis. The total sample size of the studies that are included in the analysis is 1772. The characteristics of the studies included are given in Table 1 .

2.3 Publication bias

Publication bias is the low capability of published studies on a research subject to represent all completed studies on the same subject (Card, 2011 ; Littell et al., 2008 ). Similarly, publication bias is the state of having a relationship between the probability of the publication of a study on a subject, and the effect size and significance that it produces. Within this scope, publication bias may occur when the researchers do not want to publish the study as a result of failing to obtain the expected results, or not being approved by the scientific journals, and consequently not being included in the study synthesis (Makowski et al., 2019 ). The high possibility of publication bias in a meta-analysis study negatively affects (Pecoraro, 2018 ) the accuracy of the combined effect size, causing the average effect size to be reported differently than it should be (Borenstein et al., 2009 ). For this reason, the possibility of publication bias in the included studies was tested before determining the effect sizes of the relationships between the stated variables. The possibility of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

2.4 Selecting the model

After determining the probability of publication bias of this meta-analysis study, the statistical model used to calculate the effect sizes was selected. The main approaches used in the effect size calculations according to the differentiation level of inter-study variance are fixed and random effects models (Pigott, 2012 ). Fixed effects model refers to the homogeneity of the characteristics of combined studies apart from the sample sizes, while random effects model refers to the parameter diversity between the studies (Cumming, 2012 ). While calculating the average effect size in the random effects model (Deeks et al., 2008 ) that is based on the assumption that effect predictions of different studies are only the result of a similar distribution, it is necessary to consider several situations such as the effect size apart from the sample error of combined studies, characteristics of the participants, duration, scope, and pattern of the study (Littell et al., 2008 ). While deciding the model in the meta-analysis study, the assumptions on the sample characteristics of the studies included in the analysis and the inferences that the researcher aims to make should be taken into consideration. The fact that the sample characteristics of the studies conducted in the field of social sciences are affected by various parameters shows that using random effects model is more appropriate in this sense. Besides, it is stated that the inferences made with the random effects model are beyond the studies included in the meta-analysis (Field, 2003 ; Field & Gillett, 2010 ). Therefore, using random effects model also contributes to the generalization of research data. The specified criteria for the statistical model selection show that according to the nature of the meta-analysis study, the model should be selected just before the analysis (Borenstein et al., 2007 ; Littell et al., 2008 ). Within this framework, it was decided to make use of the random effects model, considering that the students who are the samples of the studies included in the meta-analysis are from different countries and cultures, the sample characteristics of the studies differ, and the patterns and scopes of the studies vary as well.

2.5 Heterogeneity

Meta-analysis facilitates analyzing the research subject with different parameters by showing the level of diversity between the included studies. Within this frame, whether there is a heterogeneous distribution between the studies included in the study or not has been evaluated in the present study. The heterogeneity of the studies combined in this meta-analysis study has been determined through Q and I 2 tests. Q test evaluates the random distribution probability of the differences between the observed results (Deeks et al., 2008 ). Q value exceeding 2 value calculated according to the degree of freedom and significance, indicates the heterogeneity of the combined effect sizes (Card, 2011 ). I 2 test, which is the complementary of the Q test, shows the heterogeneity amount of the effect sizes (Cleophas & Zwinderman, 2017 ). I 2 value being higher than 75% is explained as high level of heterogeneity.

In case of encountering heterogeneity in the studies included in the meta-analysis, the reasons of heterogeneity can be analyzed by referring to the study characteristics. The study characteristics which may be related to the heterogeneity between the included studies can be interpreted through subgroup analysis or meta-regression analysis (Deeks et al., 2008 ). While determining the moderator variables, the sufficiency of the number of variables, the relationship between the moderators, and the condition to explain the differences between the results of the studies have all been considered in the present study. Within this scope, it was predicted in this meta-analysis study that the heterogeneity can be explained with the country, class level, and lecture moderator variables of the study in terms of the effect of online education, which has been highly used since the beginning of the pandemic, and it has an impact on the students’ academic achievement in different lectures. Some subgroups were evaluated and categorized together, considering that the number of effect sizes of the sub-dimensions of the specified variables is not sufficient to perform moderator analysis (e.g. the countries where the studies were conducted).

2.6 Interpreting the effect sizes

Effect size is a factor that shows how much the independent variable affects the dependent variable positively or negatively in each included study in the meta-analysis (Dinçer, 2014 ). While interpreting the effect sizes obtained from the meta-analysis, the classifications of Cohen et al. ( 2007 ) have been utilized. The case of differentiating the specified relationships of the situation of the country, class level, and school subject variables of the study has been identified through the Q test, degree of freedom, and p significance value Fig.  1 and 2 .

3 Findings and results

The purpose of this study is to determine the effect size of online education on academic achievement. Before determining the effect sizes in the study, the probability of publication bias of this meta-analysis study was analyzed by using the funnel plot, Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test.

When the funnel plots are examined, it is seen that the studies included in the analysis are distributed symmetrically on both sides of the combined effect size axis, and they are generally collected in the middle and lower sections. The probability of publication bias is low according to the plots. However, since the results of the funnel scatter plots may cause subjective interpretations, they have been supported by additional analyses (Littell et al., 2008 ). Therefore, in order to provide an extra proof for the probability of publication bias, it has been analyzed through Orwin’s Safe N Analysis, Duval and Tweedie’s Trip and Fill Analysis, and Egger’s Regression Test (Table 2 ).

Table 2 consists of the results of the rates of publication bias probability before counting the effect size of online education on academic achievement. According to the table, Orwin Safe N analysis results show that it is not necessary to add new studies to the meta-analysis in order for Hedges g to reach a value outside the range of ± 0.01. The Duval and Tweedie test shows that excluding the studies that negatively affect the symmetry of the funnel scatter plots for each meta-analysis or adding their exact symmetrical equivalents does not significantly differentiate the calculated effect size. The insignificance of the Egger tests results reveals that there is no publication bias in the meta-analysis study. The results of the analysis indicate the high internal validity of the effect sizes and the adequacy of representing the studies conducted on the relevant subject.

In this study, it was aimed to determine the effect size of online education on academic achievement after testing the publication bias. In line with the first purpose of the study, the forest graph regarding the effect size of online education on academic achievement is shown in Fig.  3 , and the statistics regarding the effect size are given in Table 3 .

The flow chart of the scanning and selection process of the studies

Funnel plot graphics representing the effect size of the effects of online education on academic success

Forest graph related to the effect size of online education on academic success

The square symbols in the forest graph in Fig.  3 represent the effect sizes, while the horizontal lines show the intervals in 95% confidence of the effect sizes, and the diamond symbol shows the overall effect size. When the forest graph is analyzed, it is seen that the lower and upper limits of the combined effect sizes are generally close to each other, and the study loads are similar. This similarity in terms of study loads indicates the similarity of the contribution of the combined studies to the overall effect size.

Figure  3 clearly represents that the study of Liu and others (Liu et al., 2018 ) has the lowest, and the study of Ercan and Bilen ( 2014 ) has the highest effect sizes. The forest graph shows that all the combined studies and the overall effect are positive. Furthermore, it is simply understood from the forest graph in Fig.  3 and the effect size statistics in Table 3 that the results of the meta-analysis study conducted with 27 studies and analyzing the effect of online education on academic achievement illustrate that this relationship is on average level (= 0.409).

After the analysis of the effect size in the study, whether the studies included in the analysis are distributed heterogeneously or not has also been analyzed. The heterogeneity of the combined studies was determined through the Q and I 2 tests. As a result of the heterogeneity test, Q statistical value was calculated as 29.576. With 26 degrees of freedom at 95% significance level in the chi-square table, the critical value is accepted as 38.885. The Q statistical value (29.576) counted in this study is lower than the critical value of 38.885. The I 2 value, which is the complementary of the Q statistics, is 12.100%. This value indicates that the accurate heterogeneity or the total variability that can be attributed to variability between the studies is 12%. Besides, p value is higher than (0.285) p = 0.05. All these values [Q (26) = 29.579, p = 0.285; I2 = 12.100] indicate that there is a homogeneous distribution between the effect sizes, and fixed effects model should be used to interpret these effect sizes. However, some researchers argue that even if the heterogeneity is low, it should be evaluated based on the random effects model (Borenstein et al., 2007 ). Therefore, this study gives information about both models. The heterogeneity of the combined studies has been attempted to be explained with the characteristics of the studies included in the analysis. In this context, the final purpose of the study is to determine the effect of the country, academic level, and year variables on the findings. Accordingly, the statistics regarding the comparison of the stated relations according to the countries where the studies were conducted are given in Table 4 .

As seen in Table 4 , the effect of online education on academic achievement does not differ significantly according to the countries where the studies were conducted in. Q test results indicate the heterogeneity of the relationships between the variables in terms of countries where the studies were conducted in. According to the table, the effect of online education on academic achievement was reported as the highest in other countries, and the lowest in the US. The statistics regarding the comparison of the stated relations according to the class levels are given in Table 5 .

As seen in Table 5 , the effect of online education on academic achievement does not differ according to the class level. However, the effect of online education on academic achievement is the highest in the 4 th class. The statistics regarding the comparison of the stated relations according to the class levels are given in Table 6 .

As seen in Table 6 , the effect of online education on academic achievement does not differ according to the school subjects included in the studies. However, the effect of online education on academic achievement is the highest in ICT subject.

The obtained effect size in the study was formed as a result of the findings attained from primary studies conducted in 7 different countries. In addition, these studies are the ones on different approaches to online education (online learning environments, social networks, blended learning, etc.). In this respect, the results may raise some questions about the validity and generalizability of the results of the study. However, the moderator analyzes, whether for the country variable or for the approaches covered by online education, did not create significant differences in terms of the effect sizes. If significant differences were to occur in terms of effect sizes, we could say that the comparisons we will make by comparing countries under the umbrella of online education would raise doubts in terms of generalizability. Moreover, no study has been found in the literature that is not based on a special approach or does not contain a specific technique conducted under the name of online education alone. For instance, one of the commonly used definitions is blended education which is defined as an educational model in which online education is combined with traditional education method (Colis & Moonen, 2001 ). Similarly, Rasmussen ( 2003 ) defines blended learning as “a distance education method that combines technology (high technology such as television, internet, or low technology such as voice e-mail, conferences) with traditional education and training.” Further, Kerres and Witt (2003) define blended learning as “combining face-to-face learning with technology-assisted learning.” As it is clearly observed, online education, which has a wider scope, includes many approaches.

As seen in Table 7 , the effect of online education on academic achievement does not differ according to online education approaches included in the studies. However, the effect of online education on academic achievement is the highest in Web Based Problem Solving Approach.

4 Conclusions and discussion

Considering the developments during the pandemics, it is thought that the diversity in online education applications as an interdisciplinary pragmatist field will increase, and the learning content and processes will be enriched with the integration of new technologies into online education processes. Another prediction is that more flexible and accessible learning opportunities will be created in online education processes, and in this way, lifelong learning processes will be strengthened. As a result, it is predicted that in the near future, online education and even digital learning with a newer name will turn into the main ground of education instead of being an alternative or having a support function in face-to-face learning. The lessons learned from the early period online learning experience, which was passed with rapid adaptation due to the Covid19 epidemic, will serve to develop this method all over the world, and in the near future, online learning will become the main learning structure through increasing its functionality with the contribution of new technologies and systems. If we look at it from this point of view, there is a necessity to strengthen online education.

In this study, the effect of online learning on academic achievement is at a moderate level. To increase this effect, the implementation of online learning requires support from teachers to prepare learning materials, to design learning appropriately, and to utilize various digital-based media such as websites, software technology and various other tools to support the effectiveness of online learning (Rolisca & Achadiyah, 2014 ). According to research conducted by Rahayu et al. ( 2017 ), it has been proven that the use of various types of software increases the effectiveness and quality of online learning. Implementation of online learning can affect students' ability to adapt to technological developments in that it makes students use various learning resources on the internet to access various types of information, and enables them to get used to performing inquiry learning and active learning (Hart et al., 2019 ; Prestiadi et al., 2019 ). In addition, there may be many reasons for the low level of effect in this study. The moderator variables examined in this study could be a guide in increasing the level of practical effect. However, the effect size did not differ significantly for all moderator variables. Different moderator analyzes can be evaluated in order to increase the level of impact of online education on academic success. If confounding variables that significantly change the effect level are detected, it can be spoken more precisely in order to increase this level. In addition to the technical and financial problems, the level of impact will increase if a few other difficulties are eliminated such as students, lack of interaction with the instructor, response time, and lack of traditional classroom socialization.

In addition, COVID-19 pandemic related social distancing has posed extreme difficulties for all stakeholders to get online as they have to work in time constraints and resource constraints. Adopting the online learning environment is not just a technical issue, it is a pedagogical and instructive challenge as well. Therefore, extensive preparation of teaching materials, curriculum, and assessment is vital in online education. Technology is the delivery tool and requires close cross-collaboration between teaching, content and technology teams (CoSN, 2020 ).

Online education applications have been used for many years. However, it has come to the fore more during the pandemic process. This result of necessity has brought with it the discussion of using online education instead of traditional education methods in the future. However, with this research, it has been revealed that online education applications are moderately effective. The use of online education instead of face-to-face education applications can only be possible with an increase in the level of success. This may have been possible with the experience and knowledge gained during the pandemic process. Therefore, the meta-analysis of experimental studies conducted in the coming years will guide us. In this context, experimental studies using online education applications should be analyzed well. It would be useful to identify variables that can change the level of impacts with different moderators. Moderator analyzes are valuable in meta-analysis studies (for example, the role of moderators in Karl Pearson's typhoid vaccine studies). In this context, each analysis study sheds light on future studies. In meta-analyses to be made about online education, it would be beneficial to go beyond the moderators determined in this study. Thus, the contribution of similar studies to the field will increase more.

The purpose of this study is to determine the effect of online education on academic achievement. In line with this purpose, the studies that analyze the effect of online education approaches on academic achievement have been included in the meta-analysis. The total sample size of the studies included in the meta-analysis is 1772. While the studies included in the meta-analysis were conducted in the US, Taiwan, Turkey, China, Philippines, Ireland, and Georgia, the studies carried out in Europe could not be reached. The reason may be attributed to that there may be more use of quantitative research methods from a positivist perspective in the countries with an American academic tradition. As a result of the study, it was found out that the effect size of online education on academic achievement (g = 0.409) was moderate. In the studies included in the present research, we found that online education approaches were more effective than traditional ones. However, contrary to the present study, the analysis of comparisons between online and traditional education in some studies shows that face-to-face traditional learning is still considered effective compared to online learning (Ahmad et al., 2016 ; Hamdani & Priatna, 2020 ; Wei & Chou, 2020 ). Online education has advantages and disadvantages. The advantages of online learning compared to face-to-face learning in the classroom is the flexibility of learning time in online learning, the learning time does not include a single program, and it can be shaped according to circumstances (Lai et al., 2019 ). The next advantage is the ease of collecting assignments for students, as these can be done without having to talk to the teacher. Despite this, online education has several weaknesses, such as students having difficulty in understanding the material, teachers' inability to control students, and students’ still having difficulty interacting with teachers in case of internet network cuts (Swan, 2007 ). According to Astuti et al ( 2019 ), face-to-face education method is still considered better by students than e-learning because it is easier to understand the material and easier to interact with teachers. The results of the study illustrated that the effect size (g = 0.409) of online education on academic achievement is of medium level. Therefore, the results of the moderator analysis showed that the effect of online education on academic achievement does not differ in terms of country, lecture, class level, and online education approaches variables. After analyzing the literature, several meta-analyses on online education were published (Bernard et al., 2004 ; Machtmes & Asher, 2000 ; Zhao et al., 2005 ). Typically, these meta-analyzes also include the studies of older generation technologies such as audio, video, or satellite transmission. One of the most comprehensive studies on online education was conducted by Bernard et al. ( 2004 ). In this study, 699 independent effect sizes of 232 studies published from 1985 to 2001 were analyzed, and face-to-face education was compared to online education, with respect to success criteria and attitudes of various learners from young children to adults. In this meta-analysis, an overall effect size close to zero was found for the students' achievement (g +  = 0.01).

In another meta-analysis study carried out by Zhao et al. ( 2005 ), 98 effect sizes were examined, including 51 studies on online education conducted between 1996 and 2002. According to the study of Bernard et al. ( 2004 ), this meta-analysis focuses on the activities done in online education lectures. As a result of the research, an overall effect size close to zero was found for online education utilizing more than one generation technology for students at different levels. However, the salient point of the meta-analysis study of Zhao et al. is that it takes the average of different types of results used in a study to calculate an overall effect size. This practice is problematic because the factors that develop one type of learner outcome (e.g. learner rehabilitation), particularly course characteristics and practices, may be quite different from those that develop another type of outcome (e.g. learner's achievement), and it may even cause damage to the latter outcome. While mixing the studies with different types of results, this implementation may obscure the relationship between practices and learning.

Some meta-analytical studies have focused on the effectiveness of the new generation distance learning courses accessed through the internet for specific student populations. For instance, Sitzmann and others (Sitzmann et al., 2006 ) reviewed 96 studies published from 1996 to 2005, comparing web-based education of job-related knowledge or skills with face-to-face one. The researchers found that web-based education in general was slightly more effective than face-to-face education, but it is insufficient in terms of applicability ("knowing how to apply"). In addition, Sitzmann et al. ( 2006 ) revealed that Internet-based education has a positive effect on theoretical knowledge in quasi-experimental studies; however, it positively affects face-to-face education in experimental studies performed by random assignment. This moderator analysis emphasizes the need to pay attention to the factors of designs of the studies included in the meta-analysis. The designs of the studies included in this meta-analysis study were ignored. This can be presented as a suggestion to the new studies that will be conducted.

Another meta-analysis study was conducted by Cavanaugh et al. ( 2004 ), in which they focused on online education. In this study on internet-based distance education programs for students under 12 years of age, the researchers combined 116 results from 14 studies published between 1999 and 2004 to calculate an overall effect that was not statistically different from zero. The moderator analysis carried out in this study showed that there was no significant factor affecting the students' success. This meta-analysis used multiple results of the same study, ignoring the fact that different results of the same student would not be independent from each other.

In conclusion, some meta-analytical studies analyzed the consequences of online education for a wide range of students (Bernard et al., 2004 ; Zhao et al., 2005 ), and the effect sizes were generally low in these studies. Furthermore, none of the large-scale meta-analyzes considered the moderators, database quality standards or class levels in the selection of the studies, while some of them just referred to the country and lecture moderators. Advances in internet-based learning tools, the pandemic process, and increasing popularity in different learning contexts have required a precise meta-analysis of students' learning outcomes through online learning. Previous meta-analysis studies were typically based on the studies, involving narrow range of confounding variables. In the present study, common but significant moderators such as class level and lectures during the pandemic process were discussed. For instance, the problems have been experienced especially in terms of eligibility of class levels in online education platforms during the pandemic process. It was found that there is a need to study and make suggestions on whether online education can meet the needs of teachers and students.

Besides, the main forms of online education in the past were to watch the open lectures of famous universities and educational videos of institutions. In addition, online education is mainly a classroom-based teaching implemented by teachers in their own schools during the pandemic period, which is an extension of the original school education. This meta-analysis study will stand as a source to compare the effect size of the online education forms of the past decade with what is done today, and what will be done in the future.

Lastly, the heterogeneity test results of the meta-analysis study display that the effect size does not differ in terms of class level, country, online education approaches, and lecture moderators.

*Studies included in meta-analysis

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Ulum, H. The effects of online education on academic success: A meta-analysis study. Educ Inf Technol 27 , 429–450 (2022). https://doi.org/10.1007/s10639-021-10740-8

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11 Transforming Student Learning with Effective Study Techniques

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Effective study techniques can significantly enhance student learning and academic performance. In today’s fast-paced educational environment, students face numerous challenges, from managing multiple assignments and homework to balancing extracurricular activities. Developing strong study habits is essential for success in both school and college.

Understanding how to study efficiently can make a significant difference in a student’s academic journey. By implementing the right techniques, students can improve their comprehension, retention, and overall performance. This article explores various study methods and provides valuable tips for students looking to transform their learning experiences with paperwriter .

The Importance of Effective Study Techniques

Effective study techniques are crucial for students aiming to achieve their academic goals. These techniques help in better time management, reducing stress, and improving understanding of complex subjects. With the right approach, students can make their study sessions more productive and less overwhelming.

One of the biggest challenges students face is the sheer volume of information they need to learn and retain. Effective study techniques can help break down this information into manageable chunks, making it easier to digest and remember. Moreover, students who develop good study habits early on are more likely to succeed in their future academic and professional endeavors.

Creating a Conducive Study Environment

A conducive study environment is essential for effective learning. Students should choose a quiet, comfortable place with minimal distractions to focus on their studies. A well-organized study space can significantly enhance concentration and productivity.

Tips for Creating a Conducive Study Environment:

• Choose a quiet location: Find a place free from noise and interruptions.
• Ensure good lighting: Proper lighting reduces eye strain and improves focus.
• Organize your materials: Keep all necessary supplies within reach to avoid unnecessary distractions.
• Comfortable seating: Choose a chair and desk that provide good support to maintain good posture.

Time Management and Scheduling

Time management is a critical skill for students. Balancing school, college, assignments, and homework can be challenging. Effective scheduling ensures that students allocate sufficient time for each subject and activity.

Strategies for Better Time Management:

• Create a study schedule: Plan your study sessions and stick to the schedule.
• Set priorities: Focus on the most important tasks first.
• Break tasks into smaller steps: Divide large assignments into manageable parts.
• Use a planner: Keep track of deadlines, assignments, and exams.

Active Learning Techniques

Active learning involves engaging with the material actively rather than passively reading or listening. This approach enhances understanding and retention.

Effective Active Learning Techniques:

• Summarization: Summarize key points in your own words.
• Questioning: Ask questions about the material and seek answers.
• Discussion: Discuss topics with classmates to gain different perspectives.
• Application: Apply what you have learned to real-world scenarios.

The Role of Technology in Studying

Technology can be a powerful tool for enhancing learning. Various apps and online resources can help students manage their study time, organize notes, and access educational materials.

Useful Technological Tools for Students:

• Note-taking apps: Apps like Evernote and OneNote help organize and store notes efficiently.
• Study apps: Apps like Quizlet and Anki offer flashcards and quizzes for effective revision.
• Time management apps: Tools like Trello and Todoist help students plan and track their tasks.( or visit https://do-my-math.com/ )
• Online resources: Websites like Khan Academy and Coursera provide additional learning materials.

Enhancing Memory and Retention

Improving memory and retention is vital for academic success. Students can employ various techniques to boost their ability to remember and recall information.

Techniques to Enhance Memory and Retention:

• Mnemonics: Use mnemonic devices to remember complex information.
• Visualization: Create mental images to associate with the material.
• Repetition: Review material regularly to reinforce learning.
• Teaching others: Explaining concepts to others helps solidify understanding.

Staying Motivated and Managing Stress

Maintaining motivation and managing stress are essential components of effective studying. Students need to find ways to stay motivated and cope with academic pressures.

Tips for Staying Motivated and Managing Stress:

• Set realistic goals: Set achievable short-term and long-term goals.
• Take breaks: Regular breaks prevent burnout and improve focus.
• Stay positive: Maintain a positive attitude towards learning.
• Seek support: Reach out to teachers, peers, or counselors for help when needed.

Incorporating effective study techniques can transform the learning experience for students. By creating a conducive study environment, managing time efficiently, engaging in active learning, utilizing technology, enhancing memory, and staying motivated, students can achieve academic success. Remember, the key to effective studying lies in consistency and dedication. With the right approach, every student can improve their learning outcomes and reach their full potential.

Effective study habits not only help students excel in their current studies but also prepare them for future challenges. By implementing these strategies, students can turn studying into a more enjoyable and rewarding experience, ultimately leading to better academic performance and personal growth. Investing time in developing good study habits today will pay off in the long run, making the journey through school and college a successful one.

Education Copyright © by john44. All Rights Reserved.

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How to Study More Effectively as a Distance Learner

Distance learning is a flexible method of studying that allows you to choose when, where and how you study. However, it’s this flexibility that can often cause problems with motivation, discipline and procrastination.

In this episode, you’ll learn 7 awesome strategies for successful distance learning. I share step-by-step, practical tips for increasing your productivity, and boosting your motivation and confidence, so that you can achieve more in less time and have an easier, happier distance learning life.

First I walk you through the advantages of being a distance learner – because it’s important to recognise the upsides of studying in the non-traditional way.

Next, I walk you through the disadvantages of distance learning and then bust each of these with the techniques you need to thrive as a non-traditional student.

Ways to listen:

• Listen in the player above
• Click to listen on Apple Podcasts .
• Click to listen on Spotify .

Here’s a glance at this episode:

• What is distance learning?  [04:11]
• The 5 advantages of distance learning  [05:33]
• … Location independence   [05:38]
• … Flexibility   [06:42]
• … No travel required   [07:34]
• … Study in comfort   [07:46]
• … Develop awesome additional skills   [08:54]
• The 5 disadvantages of distance learning  [10:10]
• … Lack of social interaction  [10:20]
• … Difficult to motivate yourself   [11:16]
• … Time management and study planning   [11:51]
• … No direct tutor access   [12:05]
• … Studying at home can be chaotic   [12:36]
• The 7 strategies for successful distance learning  [13:29]
• … Stock up on accountability   [13:40]
• … Plan your damn weeks!   [15:33]
• … Switch up where you study   [18:47]
• … Build a good relationship with your tutor   [19:45]
• … Flex your problem-solving muscles   [23:13]
• … Manage your transitions   [25:14]
• … Celebrate your achievements   [27:20]
• How to take full charge of your time, tasks and study materials  [29:10]

Resources and links:

• Check out my membership, the  Kickbutt Students Club .
• Check out my range of study skills trainings .
• Sign up to my awesome email newsletter – Students Who Graduate .
• Grab a copy of my book –  The Return to Study Handbook .
• Enrol in my awesome training – The Structured Student .

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In this episode, I delve into the challenges of balancing study with work and family life, offering insights and strategies tailored for adult learners. If you’re feeling overwhelmed or lacking confidence in your learning abilities, you’re not alone. Together, we’ll explore how focusing on small, achievable steps can lead to significant progress in reaching your

How to Study Like a First Class Student

If you’re curious about how to study like a First Class student and whether aiming for top grades is the right approach for you, this episode is your guide. I explore the benefits of adopting a First Class mindset and study habits, explaining why every student can benefit from aiming high, regardless of their current

This One Perspective Shift Will Make Your Studying Easier

In this week’s episode, I reveal a powerful perspective shift that can make your studying easier and transform your academic journey. Whether you’re juggling work, family, or both, it’s easy to feel overwhelmed by the pressure of achieving good grades. You might even find yourself confused by inconsistent results—feeling confident about an essay only to

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Home — Essay Samples — Life — Habits — Study Habits: The Key to Effective Learning and Academic Success

Study Habits: The Key to Effective Learning and Academic Success

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Study habits for effective learning, study habits for memory retention, study habits for exam preparation, study habits for online learning.

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• How to Adjust your Study Habits during Coronavirus

How to Adjust Your Study Habits While Learning Remotely During the Coronavirus  

Things may feel out-of-control right now. You may be facing a lot of unknowns and disruptions. Try to be patient with yourself, your classmates, and your instructors during this time. Take care of your wellbeing first. Making a plan and adjusting your studying may help you feel even a little sense of control. 

Your study habits may need to change

While more of your coursework and teamwork have to be online and remote, here are some strategies to keep in mind:

1. Stay organized

With so many things changing in your courses, you might be reliving that first-week-of-class confusion at finals-week pace.

Here are some things you might want to keep track of for each class

Are in-person parts of the class changing?

• What are the in-person parts of this course? (lecture, lab, etc)
• Where can you find it or how do you access it? (live-stream, lecture capture, etc)
• Is it at a specific time or can you watch it anytime

Are assignments changing?

• Are there new due dates?
• Is how you’re submitting your assignments changing?
• Are any quizzes or exams being offered virtually?

What should you do if you need help?

• Is your course offering virtual office hours? When and on what platform?
• Is there an online forum for asking questions?

2. Avoid multitasking

If you’re doing more work on your own and your time is less structured, you might be more tempted to multitask. Many people think they can do multiple things at once. But research shows us that only about 2% of the population can multitask. Even if you feel like you’re multitasking, you’re probably not… really, you’re switching between tasks very quickly (some call this “micro-tasking”).

The downsides of multitasking and microtasking

• Assignments take longer . Each time you come back to an assignment (from Instagram for example), you have to get familiar with it, find your spot, remember what you were going to do next, etc.
• You’re more likely to make mistakes . Distractions and switching between tasks tires out the brain.
• You’ll remember less . When your brain is divided, you’re less able to commit what you’re learning to long-term memory ( because it doesn’t get encoded properly into your brain ).

What to do instead

When you need to study something important, consider   The Magic of Monotasking .

• Focus on one thing at a time.
• Take breaks between tasks.
• Consider the “ pomodoro method " to help you focus for 25- or 50-minute periods and then reward yourself with 5- or 10-minute breaks.

3. Make the most of video lectures

• Stick to your instructor’s schedule as much as you can . Staying on a schedule will help you have a feeling of normalcy and prevent you from falling way behind.
• Find out how to ask questions . Is there a chat feature? Is there a discussion forum?
• Close distracting tabs and apps . Humans are not as good at multitasking as they think! (See #2 above.)
• Continue to take notes as you would if you were there in person .
• Watch recordings at normal speed . Research shows that playback speed of 1.5x can lower your retention and can result in lower scores on assessments. Faster playback speeds are worse for complex, multi-step material (which most of your lectures probably are). Remember: this is all about 1.5x. There hasn’t even been research on 2x playback speed, which is probably even worse.

4. Set a schedule

As the situation unfolds, you may have fewer social commitments, group meetings, or work hours. Setting a schedule for yourself can help provide structure and keep you motivated. If you don’t already keep a weekly or daily calendar, try something like the example below to organize your time. Include time for exercise and self-care.

Schedule Template

5. Trade your strategies for new ones

Your routines may have to adjust during this time. Look for ways to adapt your usual habits or form new ones.

For example:

• If you usually study in a coffee shop or library , ask yourself what kind of environment helps you study. See if you can recreate that at home. Maybe it’s studying in a chair, rather than on your bed or couch, or moving to a new spot when you change tasks. If you feel you need background noise, consider a white noise app.
• If you always study in groups , try a virtual or even phone-based study session with your group.
• If you thrive on tight timelines, but now have a more open schedule , think about how working with others or setting up a schedule can recreate that for you. When that gets hard, see if you can even do 15 minutes at a time.

6. Work with a group or team

Remote collaboration will look a little different, but it is definitely possible.

• Try not to procrastinate . That group project may be out-of-sight, out-of-mind if you aren’t seeing each other regularly. Resist the urge to put it off. Make small progress and stay in touch.
• Meet regularly , especially if you usually touch base during class or lab. Consider a quick text on your group chat about progress every couple of days. Ideally, have real conversations over video any week you’re working together.   Check out video conferencing tools for UH students.
• Set a purpose for meetings and use a shared notes doc . Meetings might feel different when using video, even if your team was really good at working informally in the past. Try to set the purpose of your meeting in advance. Take notes in a shared doc so you can all contribute and follow along.
• Keep videos open when you can . As long as you can see whatever you need to collaborate, aim to keep the video visible on your computer screen. It’ll help you see the expressions of your teammates and stay connected to each other.
• Check on each other and ask for backup : If someone has been absent from your group meetings or chat, ask them directly if they’re still able to participate in the project. If you aren’t getting responses within a day or two, let your instructor know. Know it isn’t being petty, it’s your team’s responsibility.

7. Stay connected to other people

Even if we limit how much face-to-face time we spend with others on campus, connecting with family and friends might be more important than ever. And staying in touch with instructors, classmates, and group mates is still important for continued classwork.

Here are a few ideas:

• Schedule video calls with friends and family . Talking with loved ones is often really helpful when you’re stressed or nervous about something. Taking a break to have a laugh is also important.

Use Microsoft Teams to video-connect with classmates to talk through a tough problem.

• Attend virtual office hours   or study groups so that you can stay up on your coursework.

8. Reach out to your instructor and advisor

If you are experiencing any challenges with your academics, the first person you should connect with is your instructor. They are best prepared to respond to the curriculum, class assignments and learning expectations – and it’s very likely they have just helped one of your fellow students with the same question. Your academic advisor is ready and waiting to assist remotely. 

9. UH Resources

UH COVID-19 Updates

UH Remote Learning Resources

Improving Your Off-Campus Internet Connection

UH Microsoft Teams information

EAB Navigate Student App

Remember, Houston Cougars: this will pass.

If COVID-19 has disrupted your travel plans, ended a lab experiment you were excited about, or for any reason feels like it came at the worst possible time, remember: this is temporary. You’ll find your way when it settles down. You’ll get back on track, and things will get back to normal. We don’t know when, but it will happen.

Until then, take a deep breath, do your best, get some rest, and wash your hands.

This document is subject to a Creative Commons Attribution 4.0 license. ©2020, Regents of the University of Michigan.

Building Effective Study Habits: Strategies for Academic Success

Developing effective study habits is crucial for achieving academic success. By implementing proven strategies, you can optimize your learning, retain information more efficiently, and perform well in your studies. Here's a comprehensive guide to building effective study habits:

1. Create a Productive Study Environment:

A productive study environment plays a crucial role in enhancing your focus, concentration, and overall study experience. By designing a space that minimizes distractions and promotes effective learning, you can optimize your study sessions and achieve better academic outcomes. Here's how to create a productive study environment:

1. Choose the Right Location:

   - Select a quiet and comfortable place for studying. This could be a dedicated study room, a corner of your room, a library, or a quiet café.

2. Eliminate Distractions:

   - Identify potential distractions and minimize them. Keep your phone on silent or in another room, close irrelevant tabs on your computer, and let family members or roommates know you're studying.

3. Ensure Good Lighting:

   - Use adequate lighting that is easy on your eyes. Natural light is ideal, but if that's not possible, opt for a bright, non-glaring artificial light source.

4. Organize Your Space:

   - Keep your study area clutter-free and well-organized. Use storage solutions like shelves, drawers, and organizers to keep materials easily accessible.

5. Ergonomics Matters:

   - Use a comfortable chair and a desk or table at an appropriate height. Maintain good posture to prevent discomfort during long study sessions.

6. Comfortable Seating:

   - Choose a chair that offers proper support to your back. Comfortable seating prevents physical strain during extended periods of studying.

7. Personalize the Space:

   - Decorate your study area with motivational quotes, plants, or artwork that inspires you. Personal touches can make the environment more inviting.

8. Keep Supplies Handy:

   - Have all your study materials within reach, including textbooks, notebooks, stationery, and any necessary electronics.

9. High-Quality Equipment:

   - Invest in good-quality equipment, such as a reliable laptop, a comfortable keyboard, and noise-canceling headphones if needed.

10. Use Whiteboards or Corkboards:

    - Hang a whiteboard or corkboard on the wall for jotting down important notes, to-do lists, and reminders.

11. Time Management Tools:

    - Place a clock or a timer on your desk to help you manage your study sessions and breaks effectively.

12. Proper Ventilation:

    - Ensure the study area is well-ventilated to maintain fresh air and prevent feeling stuffy or sluggish.

13. Background Music or Ambience:

    - Some individuals find ambient background noise or instrumental music helpful for concentration. Experiment to see if it works for you.

14. Establish a Routine:

    - Create a consistent study routine in your chosen environment. The more consistent your study schedule, the more your brain associates the space with focused work.

15. Boundaries and Signals:

    - Set boundaries with others in your household, indicating when you're studying. You could use headphones, closed doors, or a "do not disturb" sign.

16. Break Areas:

    - Designate a separate area or space for breaks. This helps you mentally switch gears between study and relaxation.

17. Maintain Cleanliness:

    - Regularly clean and organize your study area to ensure it remains conducive to focused work.

18. Adjust for Comfort:

    - Pay attention to temperature and humidity levels. Adjust the room's temperature to ensure your comfort during study sessions.

19. Limit Multitasking:

    - Reserve your study area exclusively for studying. Avoid using it for activities like socializing, eating, or watching TV.

20. Personal Reflection:

    - Periodically reflect on your study environment. If something isn't working, don't hesitate to make adjustments.

Creating a productive study environment enhances your concentration, minimizes distractions, and sets the tone for effective learning. By customizing your space to suit your preferences and needs, you'll establish a study routine that maximizes your productivity and helps you achieve your academic goals.

2. Set Clear Goals:

Clear goals provide you with direction, motivation, and a sense of purpose in your academic journey. Whether you're preparing for exams, working on projects, or striving for continuous improvement, well-defined goals help you stay focused and organized. Here's a comprehensive guide to setting clear goals for academic success:

1. Define Your Objectives:

   - Start by identifying what you want to achieve. Whether it's excelling in a particular subject, earning a specific grade, or completing a project, clarity is key.

2. Make Goals Specific:

   - Make your goals specific and concrete. Avoid vague statements like "do well in chemistry." Instead, specify that you want to "achieve an A grade in chemistry by the end of the semester."

3. Use the SMART Criteria:

   - Apply the SMART criteria to your goals:

     - Specific: Clearly define what you want to accomplish.

     - Measurable: Set criteria to measure your progress and determine when the goal is achieved.

     - Achievable: Ensure the goal is realistic and attainable within your capabilities.

     - Relevant: Align the goal with your broader academic and personal aspirations.

     - Time-Bound: Set a deadline for achieving the goal. This adds a sense of urgency.

4. Break Down Larger Goals:

   - If you have big goals, break them down into smaller, manageable steps. This makes the process less overwhelming and allows you to track progress.

5. Prioritize Your Goals:

   - Determine the order of importance for your goals. Focus on high-priority goals while keeping other objectives in mind.

6. Establish Short-Term and Long-Term Goals:

   - Create a mix of short-term goals (achievable within days or weeks) and long-term goals (spanning months or semesters).

7. Write Them Down:

   - Put your goals in writing. This adds a level of commitment and helps reinforce your intention to achieve them.

8. Visualize Success:

   - Imagine yourself achieving your goals. Visualizing success can boost motivation and provide a sense of accomplishment.

9. Monitor Progress:

   - Regularly track your progress toward your goals. Use tools like to-do lists, calendars, or tracking apps to stay on top of your tasks.

10. Celebrate Milestones:

    - Celebrate your achievements along the way. Recognizing milestones keeps you motivated and energized.

11. Be Realistic:

    - Set goals that are challenging yet attainable. Unrealistic goals can lead to frustration and demotivation.

12. Adapt and Adjust:

    - Be flexible and open to adjusting your goals as circumstances change. Life is dynamic, and goals may need to be adapted accordingly.

13. Stay Committed:

    - Maintain a strong commitment to your goals, even when faced with challenges or setbacks.

14. Seek Accountability:

    - Share your goals with a friend, family member, or mentor who can provide support, encouragement, and accountability.

15. Review and Reflect:

    - Regularly review your goals to ensure you're on track. Reflect on your progress and make any necessary adjustments.

16. Avoid Overloading:

    - While setting goals is important, avoid setting too many at once. Focus on a manageable number to prevent overwhelm.

17. Embrace Continuous Learning:

    - Embrace the journey of learning and growth. Each step you take toward your goals contributes to your overall development.

Setting clear goals empowers you to direct your efforts effectively and make meaningful progress in your academic pursuits. By following these guidelines and consistently pursuing your objectives, you'll be better equipped to overcome challenges, stay motivated, and achieve academic excellence.

3. Use the Pomodoro Technique:

The Pomodoro Technique is a powerful time management method designed to improve focus, productivity, and concentration during study sessions. Named after the Italian word for "tomato" (inspired by a kitchen timer), this technique involves breaking your study time into short intervals with brief breaks in between. Here's how to leverage the Pomodoro Technique for effective studying:

1. Set a Timer:

   - Choose a task you want to work on, such as studying a specific topic. Set a timer for a predetermined period, typically 25 minutes (a "Pomodoro").

2. Study Intensely:

   - During the Pomodoro interval, focus exclusively on your chosen task. Avoid distractions and work with full concentration.

3. Avoid Multitasking:

   - Concentrate on one task at a time. Multitasking can decrease your overall productivity and quality of work.

4. Embrace the Silence:

   - Find a quiet place to work where you can immerse yourself in your studies without interruptions.

5. Work Until the Timer Rings:

   - Commit to staying focused on your task for the entire Pomodoro interval. Avoid checking emails, messages, or other tasks.

6. Take a Short Break:

   - Once the timer rings, take a 5-minute break. Use this time to relax, stretch, or do a quick mental reset.

7. Repeat and Rest:

   - After completing four Pomodoros (each followed by a short break), take a longer break of 15-30 minutes to recharge.

8. Adapt to Your Needs:

   - Adjust the Pomodoro intervals based on your attention span. Some people find 25 minutes effective, while others prefer shorter or longer intervals.

9. Stay Consistent:

    - Stick to the Pomodoro Technique consistently. The routine helps train your brain to focus during study sessions.

10. Use a Timer or App:

    - Use a physical timer, a Pomodoro app, or the timer on your phone to keep track of your intervals.

11. Set Achievable Goals:

    - Break your tasks into smaller, manageable chunks that can be completed within a single Pomodoro.

12. Minimize Burnout:

    - Short, regular breaks help prevent mental fatigue and burnout, ensuring sustained productivity.

13. Avoid Overextension:

    - While the technique promotes focused work, don't force yourself to complete too many Pomodoros in a row. Listen to your body and mind.

14. Adjust Break Activities:

    - During breaks, engage in activities that help you recharge and refocus. Avoid activities that might further distract you.

15. Reflect and Adjust:

    - After using the Pomodoro Technique, reflect on your productivity. Adjust the duration of intervals or breaks if needed.

16. Stay Hydrated:

    - Use your breaks to stay hydrated by drinking water, which can help maintain cognitive function.

By using the Pomodoro Technique, you can overcome procrastination, stay engaged in your studies, and make significant progress with your tasks. This technique encourages disciplined work while preventing burnout, allowing you to achieve better results in less time and with improved focus.

4. Prioritize Time Management:

Effective time management is a cornerstone of academic success and overall well-being. By prioritizing your tasks, organizing your schedule, and making the most of your time, you can achieve more with less stress. Here's a comprehensive guide to prioritizing time management:

1. Set Clear Goals:

   - Define your short-term and long-term goals. These goals will guide your time allocation and decision-making.

2. Create a To-Do List:

   - List all the tasks you need to accomplish. Include both academic and non-academic responsibilities.

3. Categorize Tasks:

   - Categorize tasks into urgent, important, and non-urgent categories. This helps you identify what needs immediate attention.

4. Use the Eisenhower Matrix:

   - Divide your tasks using the Eisenhower Matrix:

     - Urgent and Important: Prioritize and tackle these tasks first.

     - Important but Not Urgent: Schedule these tasks for later.

     - Urgent but Not Important: Delegate or minimize these tasks.

     - Not Urgent or Important: Consider whether these tasks are necessary.

5. Rank Tasks by Priority:

   - Within each category, rank tasks based on their significance and impact on your goals.

6. Apply the 80/20 Rule (Pareto Principle):

   - Focus on tasks that contribute to 80% of your desired outcomes. Eliminate or delegate tasks with lower impact.

7. Use a Time Management System:

   - Utilize tools like calendars, planners, or digital apps to organize your schedule and tasks.

8. Block Out Study Time:

   - Allocate specific time blocks for studying, and treat these blocks as non-negotiable appointments.

9. Avoid Overcommitment:

    - Be realistic about how much you can accomplish in a day. Avoid overcommitting and spreading yourself too thin.

10. Prioritize Health and Well-being:

    - Dedicate time for exercise, sleep, and relaxation. A healthy mind and body enhance productivity.

11. Break Tasks into Chunks:

    - Divide larger tasks into smaller, manageable chunks. This prevents overwhelm and helps you make steady progress.

12. Use Time Blocking:

    - Allocate specific time blocks for different tasks. This creates a structured schedule and prevents multitasking.

13. Minimize Procrastination:

    - Start with the most challenging or least enjoyable tasks first. Tackling them early can boost your motivation.

14. Limit Distractions:

    - During focused work periods, eliminate distractions such as social media, notifications, and unrelated tasks.

15. Set Time Limits:

    - Assign a specific time limit to each task. This prevents tasks from expanding beyond their necessary duration.

16. Review and Reflect:

    - At the end of each day or week, review your accomplishments and areas for improvement. Adjust your strategies as needed.

17. Embrace Flexibility:

    - While schedules are important, be flexible in adapting to unexpected changes and new priorities.

18. Learn to Say No:

    - Politely decline tasks or commitments that don't align with your goals or will overload your schedule.

19. Monitor Your Progress:

    - Regularly assess your time management habits and make adjustments to improve your efficiency.

20. Reward Yourself:

    - Celebrate your accomplishments. Reward yourself for completing tasks and staying on track.

By mastering time management, you can achieve a balanced and productive lifestyle. Prioritizing your tasks, setting clear boundaries, and making deliberate choices about how you spend your time will enable you to excel academically while maintaining your overall well-being.

5. Active Learning Strategies:

Active learning is a dynamic approach that engages your mind in the learning process, promoting deeper understanding, retention, and critical thinking. Instead of passively absorbing information, active learning encourages you to interact, reflect, and apply knowledge actively. Here are effective active learning strategies to enhance your learning experience:

1. Discussion and Group Activities:

   - Engage in group discussions, study sessions, or collaborative projects. Sharing ideas and perspectives fosters a deeper understanding of concepts.

2. Concept Mapping:

   - Create visual concept maps to illustrate relationships between different ideas or concepts. This enhances your organizational skills and helps you see the bigger picture.

3. Peer Teaching:

   - Teach a concept or topic to a peer. Explaining concepts in your own words solidifies your understanding and identifies areas you need to review.

4. Problem-Solving and Application:

   - Apply theories and concepts to real-world scenarios or practice problems. This bridges the gap between theory and practical application.

5. Interactive Technology:

   - Utilize interactive simulations, online quizzes, or educational apps to engage with content in a dynamic and visual way.

6. Role-Playing:

   - Act out scenarios that involve applying concepts. This technique helps you view situations from different perspectives.

7. Think-Pair-Share:

   - Think individually about a question or concept, pair up with a partner to discuss your thoughts, and then share your insights with the class.

8. Socratic Questioning:

   - Ask and answer thought-provoking questions that encourage critical thinking and deeper exploration of concepts.

9. Self-Testing:

    - Quiz yourself on key concepts or terms. Self-testing enhances memory retrieval and helps you identify areas that require further review.

10. Reflection Journals:

    - Maintain a journal where you reflect on your learning experiences, insights, and challenges. This encourages metacognition and self-awareness.

11. Case Studies:

    - Analyze real or hypothetical cases to apply concepts to complex situations. Case studies promote critical thinking and problem-solving skills.

12. Debate and Argumentation:

    - Engage in structured debates where you defend a particular viewpoint. This sharpens your analytical skills and encourages logical reasoning.

13. Visual Aids and Demonstrations:

    - Use diagrams, charts, models, or demonstrations to illustrate complex concepts visually.

14. Role of Feedback:

    - Seek feedback from peers, instructors, or mentors. Constructive feedback helps you identify strengths and areas for improvement.

15. Active Note-Taking:

    - Summarize and rephrase lecture content in your own words during note-taking. This processing aids understanding and memory retention.

16. Active Reading Strategies:

    - Highlight key points, jot down notes, and ask questions while reading. Engage with the material actively rather than passively.

17. Mnemonics and Acronyms:

    - Create memory aids like mnemonics or acronyms to remember complex information.

18. Experimentation and Exploration:

    - Conduct hands-on experiments or explore concepts through simulations, if applicable to your field of study.

19. Regular Review:

    - Periodically revisit and review material to reinforce your learning and prevent forgetting.

20. Combine Strategies:

    - Mix and match different active learning strategies to cater to different learning styles and optimize your understanding.

Embracing active learning strategies transforms your learning experience into an interactive and meaningful process. By engaging with content in diverse ways and taking an active role in your education, you'll build a stronger foundation of knowledge, critical thinking skills, and problem-solving abilities.

Building effective study habits takes time and commitment, but the results are well worth the effort. By incorporating these strategies into your routine, you'll enhance your learning experience, boost your academic performance, and develop skills that will benefit you throughout your educational journey.

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4 Effective Study Habits to Succeed at Distance Learning

Distance learning used to be an alternative or a complementary way of studying. Today, it is the only option for going back to school in most countries. Virtual learning was generally viewed as convenient and flexible. Students thought that they could cope with it with less effort or energy than with traditional classes. However, the first half of the year proved them wrong. Distance learning puts even more pressure and workload on students than in-person education. People often lack efficient study habits or get too many distractions. As a result, education turns into a mess with failed assignments and student burnout.

There is a bunch of study habits that you can develop to increase your success when learning from home. They will help you to study smarter, spending less time on each particular assignment while getting better grades.

If you want to get things done, you need to be mentally engaged and take responsibility. It will allow you to make meaningful progress. When taking an online course, you should always keep in touch and log in frequently. This way, you make sure you do not miss out on any important announcements, deadlines, or expectations. Besides, you should also take an active part in discussions and publish what you are learning. When you document the stages of your learning process, it helps you to share and reflect on your progress. You can practice it not only on education-related platforms but also on social media.

It is easier to be motivated when you study together with your classmates. It is an effective productivity trick based on companionship. Gather your friends to hold virtual study sessions. When you study in a group just a few times a week, you get a sense of community. Having conversations, you can support each other and have a rich learning experience.

Create Distraction-Free Space

Studying online, the biggest challenge is to avoid distractions. As you use the same tool for education as for entertainment, it requires you to set certain rules and restrictions. Otherwise, you will find yourself watching Netflix or YouTube every time you sit down to study. To overcome the temptation to check social media, set a time limit during which you are not allowed to do anything else except for studying. Moreover, you can use apps such as Freedom or Serene to block distractions on all your devices. With their help, you will only have access to school-related websites. You will finish your work fast if you keep your learning space separate from entertainment.

Your environment can be distracting as well. When you have a cluttered working space or a busy view, it is likely to attract your attention every now and then, making you less focused on the task at hand. What is more, try to separate your study space from other areas of your room if it is possible. You will form a link between a place and a certain type of work. It will allow you to focus on studies automatically once you enter the learning environment.

Do One Task at a Time

Another bad studying habit is multitasking. Even if it may seem productive to do several activities at the same time, you lose 40% in productivity as you switch tasks rapidly and interrupt yourself. As a result, it takes much longer to finish an assignment. Some people prefer watching TV to relax while studying. Yet, it is also a form of multitasking, which does not benefit you in any way. You get neither quality entertainment nor proper study time.

Make Use of Time Management

To perform well at distance learning, try to treat it as traditional classes. It means that you should give the learning process a structure with consistent study sessions, breaks, and appropriate daily routine. Be serious about your calendar and organize your work. At the beginning of the week, look through your list of assignments and note down all due dates. Then, include the necessary tasks, breaking them into small steps. It will help you to estimate how much time you need for each task. If you are in trouble because of poor planning, you can send your “ do my paper ” request and get your essay done even if the deadline seems unrealistic. Yet, if you plan your study routine correctly, no deadline will catch you by surprise.

It is important to be specific and realistic about your assignments. Instead of saying, “I will do as much as I can during my study time,” try to set specific goals, for example, “I will complete assignments A, B, and C.” The first mindset puts you under pressure because of the absence of workload limits. In contrast, the second one allows you to see a concrete goal and time limits, increasing productivity, and chances of success.

Despite the flexibility distance learning can bring, it requires discipline and a thorough organization of study routine. You need to manage your assignments, deadlines, and study space to get the desired knowledge and skills. Once you take responsibility for your education, you will achieve success in no time.

The Learning Strategies Center

• Meet the Staff
• –Supplemental Course Schedule
• AY Course Offerings
• Anytime Online Modules
• Winter Session Workshop Courses
• –About Tutoring
• –Office Hours and Tutoring Schedule
• –LSC Tutoring Opportunities
• –How to Use Office Hours
• –Campus Resources and Support
• –Student Guide for Studying Together
• –Find Study Partners
• –Productivity Power Hour
• –Effective Study Strategies
• –Concept Mapping
• –Guidelines for Creating a Study Schedule
• –Five-Day Study Plan
• –What To Do With Practice Exams
• –Consider Exam Logistics
• –Online Exam Checklist
• –Open-Book Exams
• –How to Tackle Exam Questions
• –What To Do When You Get Your Graded Test (or Essay) Back
• –The Cornell Note Taking System
• –Learning from Digital Materials
• –3 P’s for Effective Reading
• –Textbook Reading Systems
• –Online Learning Checklist
• –Things to Keep in Mind as you Participate in Online Classes
• –Learning from Online Lectures and Discussions
• –Online Group Work
• –Learning Online Resource Videos
• –Start Strong!
• –Effectively Engage with Classes
• –Tips for Talking with Your Professors
• –Plans if you Need to Miss Class
• –Managing Time
• –Managing Stress
• –The Perils of Multitasking
• –Break the Cycle of Procrastination!
• –Finish Strong
• –Neurodiversity at Cornell
• –LSC Scholarship
• –Pre-Collegiate Summer Scholars Program
• –Study Skills Workshops
• –Private Consultations
• –Resources for Advisors and Faculty
• –Presentation Support (aka Practice Your Talk on a Dog)
• –About LSC
• –Meet The Team
• –Contact Us

Effective Study Strategies

So, what are effective study strategies for long-term learning, retrieval practice 1.

Retrieval practice is when you actively recall information (concepts, ideas, etc) from memory and “put it on paper” in different formats (writing, flow charts, diagrams, graphs). At the LSC we often call retrieval practice “Blank Page Testing,” because you just start with a blank piece of paper and write things down. It’s especially helpful because it shows you what you do (and do not) understand, so you can identify what topics you need to review/practice more. Retrieval practice can be challenging and requires a lot of mental effort — but this struggle to remember, recall, and make connections is how we learn.

To learn more about Blank Page Testing , see Mike Chen’s video:

Interleaving 2

Interleaving is when you work on or practice several related skills or concepts together. You practice one skill or concept for a short period of time, then switch to another one, and perhaps another, then back to the first. It not only helps you learn better, it keeps you from falling behind in your other classes! So please go ahead and do some work for the classes you don’t have an exam in this week! It will not only help you learn your exam material better, it will help you stay caught up.

Spaced (or distributed) practice 3

In spaced practice, you spread out practice or study of material in spaced intervals, which leads to better learning and retention. Spaced practice is the opposite of cramming!

Get sleep and make sure you eat and stay hydrated!

Your brain works better when you are rested, hydrated, and nourished. Though it might seem effective to push through without taking a break and stay up studying all night (see the page on strategies that don’t work), it won’t help you in the long run. Instead, develop a study plan, eat a good meal, and have a bottle of water nearby when you take your exam. You will learn and understand the material better if you have a plan – and you will probably need to this information for the next prelim anyway!

Tip: Piper knows that sleeping with your books under your pillow can help with learning! How does this magic work, you might wonder? Though the information in your book won’t travel via osmosis to your brain through the pillow, you will get sleep which improves your long-term learning! Sleep and a good study plan are a great study strategy combo!

Up Next: Guidelines for creating a study schedule

1 Agarwal, P. K. (2020). Retrieval Practice: A Powerful Strategy for Learning – Retrieval Practice. Unleash the Science of Learning. Retrieved from https://www.retrievalpractice.org/retrievalpractice .

2 Pan, S.C. (2015). The Interleaving Effect: Mixing It Up Boosts Learning. Retrieved from https://www.scientificamerican.com/article/the-interleaving-effect-mixing-it-up-boosts-learning/

3 Weinstein, Y. & Smith, M. (2016). Learn How to Study Using… Spaced Practice. Retrieved from https://www.learningscientists.org/blog/2016/7/21-1

27 Good Study Habits of Straight-A Students

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Study habits refer to the consistent practice and approach to study, on a regular basis, to enhance academic performance.

The good thing about a habit is that once you do it on a regular basis, it becomes easy. So, your job is to get into this habit early. Once you’re into the habit, university becomes easy (well, easier ).

Good study habits that I recommend include getting into the routine of heading to the library (or a similar study space) to study without distractions, chunking your studies by subject, and using spaced repetition for things that require rote memorization .

I also recommend studying with friends – such as by testing one another – whenever possible.

The integration of efficient study habits enhances academic performance and motivation to study . By developing effective study strategies adjusted to your personal learning style, you improve concentration and retention of information – and concentration, more than time spent studying, is found to be a key factor for success (Nonis & Hudson, 2010).

Good Study Habits

1. Time Management Time management refers to being able to efficiently allocate your time so you don’t run out of time, and so you have enough time to allocate to all important tasks. As a basis, you could initiate a dedicated study schedule, specifying the time slots for each subject. For instance, you might want to allot your mornings for theory-heavy subjects like Anatomy, and save the afternoons for practice-oriented subjects like Clinical Skills. Don’t forget to also block time for regular study breaks and social events. This is crucial to prevent burnout and maintain longevity – university is a marathon, not a sprint.

Read Also: 7 Things to do in your First Week of University

2. Using Active Reading Strategies This is the process of engaging with the material by asking questions and drawing connections. Instead of passively reading your texts, you can participate more actively by summarizing the information in your own words, teaching it to someone else, quizzing yourself, or creating visual aids like diagrams and mind maps. As Issa et al. (2012) found, reading relevant information daily is an effective study habit for improving grades.

3. Setting Realistic Goals This strategy involves laying out achievable objectives for each study session or topic. Setting goals not only keeps you focused, but also helps gauge your progress. For example, instead of aiming to read an entire biology textbook in two days, you might target mastering one chapter per day. I recommend setting both short-term study goals and long-term study goals using the SMART Goals method .

4. Prioritization Successful students often prioritize tasks based on their deadlines and degree of importance. You might follow the Eisenhower Box method: divide your tasks into four categories, namely, important and urgent, important but not urgent, not important but urgent, and not important and not urgent. For instance, an upcoming exam translates into an important and urgent task, hence it would be first on your list.

5. Spaced Repetition This strategy involves studying information over incremental intervals instead of cramming it in one sitting. You might review your notes on the day you learn something, then again in a couple of days, then after a week, and so forth. There are even apps like the Anki flashcards app that have a built-in spaced repetition algorithm that can space how often ideas are presented to you.

6. Creating a Suitable Environment Each individual’s ideal study environment may differ based on personal preferences . Some people need complete silence, while others work better with some background noise. If you like silence, the quite section of a library is a good place to start – I recommend making it a habit to go to the library at your university as often as possible. Conversely, if you feel background noise helps you to concentrate, consider studying at a cafe. But the key is to ensure your environment is right for you. As Ogbodo (2010, p. 229) argues: “Where to study is as important as what to study and how to go about studying.”

7. Taking Breaks Integrating regular short breaks into your study pattern can boost your productivity and mental agility because it decreases distractions during focused study time. And this is important. As Walck-Shannon, Rowell and Frey (2021) found, “students reported being distracted about 20% of their study time, and distraction while studying negatively predicted exam performance.” So, let’s avoid that – by splitting our time between strong focus, then rest. Typically, the Pomodoro technique is a popular method for this, where you study for 25 minutes, then take a 5-minute break. After four such cycles, you take a longer break of 15-20 minutes. During your breaks, you can engage in some light activity such as stretching or walking to invigorate yourself.

8. Maintaining Physical Health Eating well, getting regular exercise, and ensuring enough sleep are often overlooked aspects of efficient studying. Research shows that a balanced diet, physical activity, and proper sleep improve cognitive functions , including memory and concentration. You may want to establish a regular sleep schedule, incorporate a balanced diet, and schedule regular exercise sessions each week into your routine.

9. Using Technology Wisely Technology offers a range of tools that can streamline your study process. For instance, you can use apps for time management (e.g., Rescue Time), note-taking (e.g., Evernote), or spaced repetition (e.g., Anki). While these apps can be beneficial, remember to keep checks on screens’ disruptive nature and the habit of digital distraction. As practice, try turning off your phone’s notifications when you study, or set ‘Do Not Disturb’ intervals.

10. Review and Revise Sessions Regular review of study materials aids in long-term retention of information. You can allocate specific time slots each week to revisit old notes, attempt self-test papers or engage in group discussions. For instance, you might dedicate your Sunday mornings to revising everything you’ve covered during the preceding week.

11. Active Writing Transcribing information demands active engagement, thereby reinforcing your understanding and memory of the subject. You might opt to rewrite complex concepts in your own words or diagrammatically represent intricate processes. For example, instead of merely reading about the human circulatory system, consider drawing it out with brief annotations.

12. Seeking Help When Needed Understanding when to seek help is an underrated study habit. If you find yourself struggling with a subject, don’t hesitate to approach your professors, peers, or study groups for clarification. You might also seek online resources such as academic forums or educational websites. Remember, it’s better to clarify doubts initially than to have misconceptions hamper your overall learning.

13. Mindfulness and Focus Mindfulness, or present-moment awareness, can help enhance your comprehension and retention during studying. You could practice mindfulness by removing distractions, concentrating on the task at hand, and making a conscious effort to absorb the material.

14. Integrating Study with Real-Life Scenarios Applying the theoretical knowledge learned during study sessions to real-life instances can facilitate a deeper understanding. You might relate basic principles of economics to household budgeting or chemistry to cooking. This practice can help convert abstract concepts into tangible examples.

15. Regular Self-Assessment Implementing regular exams or quizzes to assess your understanding and memory can be a direct way to monitor progress. You can either use ready-made quizzes available online or design a short assessment yourself. As you answer, mark out the areas you struggled with for further review. This method will help you know where you stand in your preparation and what areas need extra effort.

16. Employing Mnemonics This involves using techniques to retain and retrieve information. The method could be as simple as creating an acronym or conjuring up a relevant mental image. For example, in recalling the taxonomical rank in biology – Kingdom, Phylum, Class, Order, Family, Genus, Species – you might use the well-known mnemonic phrase: “King Phillip Came Over For Good Soup.” Examples of additional mnemonic techniques include the method of loci and memory linking .

17. Incorporating Understandable Examples Since abstract concepts can be confusing, associating them with relateable analogies can help you grasp the idea. This technique depends heavily on your creativity and could be as simple as linking a literary theme to a popular movie plot. Ensuring your examples make sense to you is vital.

18. Varying Study Methods It is beneficial to avoid monotony and experiment with multiple learning techniques. This can include oscillating between solitary studying and group study sessions, or alternating between text-based learning and audio-visual aids. For instance, following a hefty reading session, you might want to watch a related documentary or podcast on the topic. Switching up strategies not only prevents burnout but also caters to different facets of your learning style.

19. Note-Taking Strategy Effective note-taking is a skill that helps in better understanding and remembrance of knowledge. You should decide a note-taking strategy which could be outlining, mind mapping, or the Cornell method, and stick to it. For example, you might use the Cornell Method, which divides the paper into notes, cues, and a summary section for enhancing retention and review.

20. Regularity and Consistency Consistency is the cornerstone of strong study habits. Establishing a regular routine that allocates specific periods for study each day leads to better academic performance. For instance, studying for two hours per day consistently is more effective than cramming for fourteen hours once a week.

21. Engage All Senses Engaging multiple senses aids in strengthening your memory of the subject matter. This could involve reading aloud, rewriting notes, creating visual aids, or even using software to convert text to speech. The goal is to consume the information through as many sensory channels as possible to maximize retention. For example, if you’re studying foreign vocabulary, you could listen to the pronunciation, read the definition, write the word several times, and visualize an image related to it.

22. Reflective Learning Reflective learning involves regularly taking a few moments to contemplate what you’ve learned. This process ensures you understand the main concepts and helps you evaluate how effectively the learning material has been understood. For instance, after reading a section on World History, take a moment to think about what questions have been answered and what new questions have arisen in your mind about the topic.

23. Preparing for the Next Class Reviewing the material that will be covered in the next class helps make the class more productive and understandable. By having prior knowledge of the topic, you can better participate in class discussions and raise insightful queries. For example, if tomorrow’s Physics class covers Electromagnetic Waves, you might want to read the corresponding chapter tonight.

24. Constructive Procrastination While complete avoidance of procrastination is the goal, sometimes it’s unavoidable. Constructive procrastination involves doing another task that also needs to be done when you feel like procrastinating. If you find yourself unable to study Civil Law, consider switching to another pending task, such as completing your Mathematics assignment. This way, you remain productive while giving in to the urge to procrastinate.

25. Visualization Techniques Visualization involves picturing the information in your mind, which can significantly improve memory and recall. For instance, when studying Anatomy, envisioning the body parts, systems, and processes can enhance your understanding. If you’d like to explore this strategy more, read my article on the visual peg-word system for memorization .

26. Listen to Music Without Lyrics Listening to music while studying is a controversial topic. Some people think it helps them to achieve a flow state, while most research suggests that “ media multitasking ” is a distraction whether we realize it or not (Xu, Wang, & Woods, 2019). Generally, I recommend that if you do like that background nose, try to listen to music without lyrics, like lo-fi playlists from YouTube, which act as background noise and could potentially prevent your mind from wandering.

27. Study with Friends Thalluri (2016) found that “study buddy support groups” significantly support studying. Friends can keep each other accountable and help motivate one another. And, according to social learning theory , working in groups helps us to reinforce knowledge. For example, if you’re talking about the course content with friends, you’ll hear their unique perspectives, which you can critically compare to your own, which augments, supports, positively alters, and strengthens your own perspectives.

Study habits act as the building blocks of your academic journey. Efficient study habits not only ensure better academic performance but also help in gaining lifelong skills like time management, goal-setting, and self-discipline. By adopting effective study habits, you modulate your academic journey to a more favorable and fruitful path.

If you want to dive deeper into getting good study habits, I’d recommend James Clear’s Atomic Habits book – it’s an amazing book for learning to get more productive and optimize your time as a student.

Issa, A.O., Aliyu, M.B., Akangbe, R.B., and Adedeji, A.F. (2012). Reading interest and habits of the federal polytechnic students. International Journal of Learning & Development, 2 (1): 470-486.

Nonis, S. A., & Hudson, G. I. (2010). Performance of college students: Impact of study time and study habits.  Journal of education for Business ,  85 (4), 229-238.

Ogbodo, R. O. (2010). Effective Study Habits in Educational Sector: Counselling Implications.  Edo Journal of Counselling ,  3 (2), 230-242.

Thalluri, J. (2016). Who benefits most from peer support group?–First year student success for Pathology students.  Procedia-Social and Behavioral Sciences ,  228 , 39-44.

Walck-Shannon, E. M., Rowell, S. F., & Frey, R. F. (2021). To what extent do study habits relate to performance?.  CBE—Life Sciences Education ,  20 (1). doi: https://doi.org/10.1187/cbe.20-05-0091

Xu, S., Wang, Z., & Woods, K. (2019). Multitasking and dual motivational systems: A dynamic longitudinal study.  Human Communication Research ,  45 (4), 371-394. doi: https://doi.org/10.1093/hcr/hqz009

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Home / Essay Samples / Education / Study / Building Better Habits: A Guide to Improving Study Skills

Building Better Habits: A Guide to Improving Study Skills

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Have a study partner, take a break in between study sessions, review what you learn, ask teachers’ for assistance.

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