By Tara Traughber
Learning to retain material that is taught rather than memorizing it will ease the stress of future courses. There are many subjects that overlap information and courses are going to build on each other from one semester to the next. Being a full-time college student is time-consuming! Courses like anatomy and physiology (AP) are often deemed highly difficult, which leads to high failure and withdraw rates (DFW) — there is so much memorization involved as well as difficult concepts to understand. So, what can incoming students do to prevent becoming quickly overwhelmed?
The Answer is…
Collaboration! Join a study group. In order to lower the rate of DFW students in these challenging courses, many colleges have dedicated groups that they call supplemental instruction (SI). Studies have shown that college students at various achievement levels can benefit from attending these sessions, showing at least a half grade improvement. An SI leader is assigned to the groups — this person is a trained student that has successfully passed the course, is able to display a deep understanding of the material and obtains the skills to effectively help others.[1] Having someone that can successfully lead a study group is what sets these groups apart from gathering with a self-made study group of your peers. There is proven success in self-made study groups, if done correctly. When creating a study group, it is important to keep it small and structured, there needs to be a leader to direct discussion and keep the session flowing, inform the professor and go to them when the group gets stuck.[2]
Effective Study Methods
SI sessions are designed to facilitate an effective learning environment. One known method of effective learning is through active notetaking, but some lectures move so fast due to the amount of content that is being covered, it can be difficult to keep up – especially since hand-writing notes are proven to be more effective than taking them down on a laptop.[3] During SI sessions there is time for relevant discussion and comparing notes with peers, this helps all involved to fill in missing gaps — it might also help someone that doesn’t take efficient notes, learn some new strategies. These sessions facilitate a discussion space that allows time for deeper absorption of the material, redirecting focus on the conversation and promoting better notetaking. A study that was done revealed that as students acclimated to their peers and the structure of discussions, they began to gaze at each other more rather than their notebook, this is the point where students began taking in the material on a deeper level.[4] Not only do sessions assist in developing notetaking skills, but also problem solving and test prepping skills. These skills learned in first year SI students are shown to carry on with them throughout the rest of their college years and into the workforce.[5]
Why it Works
Participating in study groups holds students accountable in reviewing the material and being prepared for the study session because everyone is expected to contribute to helping each other succeed. These sessions also create the spacing effect, eliminating the bad habit of cramming. The smaller groups also provide a more comfortable space for students that are more introverted or experience social anxiety to speak. The role of an SI leader is to maintain structure, eliminate going off topic, and steer group participation. The leader shows up with a plan, but shifts gears based off where group discussion – this encourages the students to think critically. The study is ultimately led as a group effort by the students themselves promoting connected learning through social interacting. It facilitates a supportive space for risk taking and error making – this is part of the learning process. Each student has something different to contribute. Students learn they needed review in areas they didn’t think was necessary.[6] This method fosters collaborating with diverse groups, which produces graduates that are prepared for diversity in the workforce. Cooperative learning practices had the highest effect on the five cognitive and affective outcomes – personal development, understanding of science and technology, appreciation for art, analytical skills gain, and openness to diversity. Collaborative learning promotes active learning by cultivating listening skills, working together, learning to compromise and negotiate, and interpersonal skills.[7]
Joining an SI group at the start of classes or creating your own if SI is not implemented at your institution can save you stress in the long run and instill and cultivate valuable skills that will last a lifetime. To be successful in these groups you want to make sure you have done your reading before meeting. I recommend taking personal notes during your own study time that will help you participate in group. Know your strengths so you can help others and don’t hesitate to show your weaknesses, this is how the group succeeds.
[1] Bruno, P. A., Love Green, J. K., Illerbrun, S. L., Holness, D. A., Illerbrun, S. J., Haus, K. A., Poirier, S. M., & Sveinson, K. L. (2015). Students helping students: Evaluating a pilot program of peer teaching for an undergraduate course in human anatomy. Anatomical Sciences Education, 9(2), 132–142. https://doi.org/10.1002/ase.1543
[2] Linn, W. D., Lord, K. C., Whong, C. Y., & Phillips, E. G. (2013). Developing effective study groups in the quest for the “holy grail”: Critical thinking. American Journal of Pharmaceutical Education, 77(8), 180. https://doi.org/10.5688/ajpe778180
[3] Stacy, E. M., & Cain, J. (2015). Note-taking and handouts in the Digital age. American Journal of Pharmaceutical Education, 79(7), 107. https://doi.org/10.5688/ajpe797107
[4] Schoenherr, N. (2020, November 5). Discovering why study groups are more effective – the source – Washington University in St. Louis. The Source. Retrieved November 29, 2021, from https://source.wustl.edu/2006/07/discovering-why-study-groups-are-more-effective/.
[5] Malm, J., Bryngfors, L., & Mörner, L.-L. (2012). Supplemental instruction for improving first year results in engineering studies. Studies in Higher Education, 37(6), 655–666. https://doi.org/10.1080/03075079.2010.535610
[6] Lundeberg, M. A., & Moch, S. D. (1995). Influence of social interaction on cognition: Connected learning in science. The Journal of Higher Education, 66(3), 312. https://doi.org/10.2307/2943894
[7] Cabrera, A. F., Crissman, J. L., Bernal, E. M., Nora, A., Terenzini, P. T., & Pascarella, E. T. (2002). Collaborative learning: Its impact on college students’ development and diversity. Journal of College Student Development, 43(1), 20–34.