Our main focus is on creating successful learners. This requires effective learning skills and effective self-management and time management skills. Therefore, we teach all of these.
Learning and studying techniques
The program is based on fundamental cognitive processes that your brain uses to learn information. Therefore the program is optimal for any subject where you need to learn, retain and apply knowledge.
It is most effective for subjects that are heavy, conceptual or detailed. It is least effective for very procedural or skill-based domains such as music performance, dance and (partially) languages.
Our techniques are not only based on up-to-date research but, are extensively "field-tested" by thousands of students in real-world pressures.
Technical breakdown
Technical breakdown
Our program aims to accelerate self-regulated learning development. This involves training in both learning skills as well as "enabler" skills (e.g. anti-procrastination, time management, focus, concentration, motivation, planning, critical reflection, etc.)
For learning skills, we focus on training cognitive load regulation for higher-order learning as well as auxiliary learning methods that assist with efficient information processing and encoding. It is most recommended for declarative knowledge-focused learning but can also be helpful for procedural learning. In addition to the core of higher-order learning training, we train a deep level of interleaving and spaced retrieval strategies for most knowledge types and assessment challenges.
Enabler skills utilise existing evidence-based frameworks or adaptations and custom frameworks we have designed based on a rigorous examination of research and practical experience.
For more information on our curriculum breakdown, check out our technical documentation here.
Why research evidence alone is not enough.
As any good scientist knows that the value of research is limited by what has been studied.
However, what is not known is often greater than what is known. Unfortunately, this is the case for almost all learning techniques. The research on effective learning is still emerging, with some older research now being debunked and overturned.
As a result, the overwhelming majority of study techniques that are commonly used and popularly spread in media are not truly evidence-based.
Even when techniques are stated as "evidence-based", it is often based on a superficial examination of a few papers rather than a critical review of the research space as a whole.
For example, spaced repetition is one of the most widely recommended study techniques for students. Some papers indicate that over 60% of college students use this technique. However, the majority of research on spaced repetition is in lab environments which do not account for crucial variables such as multiple subjects, frequent assessments, high workload, or assessment type. The research that does explore the nuances of this technique finds clear limitations that are rarely communicated to the mainstream public.
What creates effective learning?
A simplified way to view learning is through the lens of encoding and retrieval.
Encoding involves turning new information into knowledge and storing it in our long-term memory.
Retrieval involves calling on our knowledge from memory and applying it somehow.
High-quality encoding is caused by efficient and effective information processing. The way our brain processes new information strongly influences how "sticky" the information stays in our memory and the depth to which we can understand and use it.
For example, solving complex problems and writing nuanced essays involve a deep and interconnected application of knowledge. This requires high-quality encoding. On the other hand, low-quality encoding is suitable for short-term fact regurgitation or simple concept explanations.
High-quality retrieval is necessary to prevent "knowledge decay" (aka, forgetting things). It also promotes knowledge fluency and speed of recall, as well as deepening and discovering connections.
Efficient learning is about having better encoding so you can waste less time on unnecessary retrieval.
As encoding skill increases over time, the need for retrieval reduces. Likewise, inefficient learners must spend most of their time on retrieval because they forget at a very high rate.
Most studying methods focus on retrieval, but lots of retrieval without proper encoding is like filling a leaky bucket faster!
These methods of studying only create success for learners who have a naturally high level of encoding, in the first place.
An effective learner can engage in the type of thinking that creates high-quality encoding and supports it with appropriate retrieval practice.
This results in less wasted time (from forgetting and relearning), deeper knowledge application, and better memory. An effective learner must also be able to manage the mental effort involved in this process, which is called cognitive load.
Failing to manage cognitive load is one of the most common and impactful reasons most learners struggle to learn efficiently.
The table below can help you to understand the characteristics of an effective vs. ineffective learner.
| Effective and efficient | Struggling |
Has a clear understanding of their learning habits | Yes | No |
Encodes information at a high quality | Yes, consistently. | No, or only sometimes (depending on the topic). |
Retrieves information appropriately | Yes, they retrieve in a way that helps them use knowledge for their challenges. | No, they over-rely on retrieval or do not use it in a way that reflects their challenges. |
Spends time re-learning | Minimal, only for improving fluency and catching small knowledge gaps. | Substantial, more than half of the time spent studying is relearning things that were already studied and forgotten. |
Has confidence in their knowledge | Yes, they know their gaps and how to fill them before assessments. | No, they do not have an awareness of their gaps or ability to perform at the levels required. |
Uses a learning system that supports their encoding and retrieval | Yes, their techniques are aligned to augment their learning. | No, they use individual techniques that are not necessarily optimal for their strengths and weaknesses. |
To see a breakdown of how our system is perfectly designed to support effective and efficient learning, check out our page here.