The iCanStudy program is designed for busy people.

We recommend spending approximately 20 to 30 minutes every 2 to 3 days to learn new theory. Practise the techniques and theories you learn by applying them during your normal studying/learning sessions.

As a general rule, you should apply what you have learned for at least 5x the theory time. For example, with 30 minutes of theory twice per week, you need at least 5 hours of practice. As many people spend at least 5 hours learning during a week anyway, this is easy to achieve for most.

However, if you consumed 5 hours of theory per week through our lessons, you would need at least 25 hours of practice to consolidate the new techniques and prevent overload.

Most learners see the greatest improvements with approximately 3 hours of theory per week. We recommend no more than 10 hours per week or 3 hours per day due to the high chance of cognitive overload.

The following table outlines common time commitments from our learners to successfully see learning efficiency improvements on a regular weekly or fortnightly basis.

It is important to replace your existing techniques rather than keep your system the same and add additional techniques. By gradually upgrading your learning system, you can improve your learning efficiency without unnecessary extra practice time or overload.

Unlike topic tests or exams, this program teaches skills, not domain knowledge. Therefore, "cramming" the program is not cognitively possible. Working through this program is much more similar to learning an instrument or a sport than studying for an exam.

Therefore, the following considerations need to be fully acknowledged:

The time spent on the program should be divided into theory time and practice time.

Theory time is the time you spend watching videos, going through the program lessons, engaging with feedback and clinic sessions, and learning about new techniques.

Techniques taught in the program should replace the existing techniques that you are using rather than be added in addition. The only time you should add it to your existing system, instead of replacing something you are already doing, is when you don't have anything in your system that is equivalent.

For example, many learners do not have an active priming or prestudy step. For these learners, they would need to add this on top of their existing system since there is nothing to replace. On the other hand, someone who is already doing prestudy could simply use our techniques instead of their normal techniques.

The program is designed in stages, with each stage covering a broad range of solutions for a broad range of problems.

Each subsequent stage builds on what was learned in the previous stage, which means that inadequate mastery of early-stage techniques will prevent you from correctly using the more advanced techniques.

Because some of our techniques are extremely specific and novel, there is a very high chance that they will be new processes.

Due to the illusion of fluency, it is a normal tendency of the human brain to incorrectly judge that we have mastery over something when we do not. Because we find it easy to understand something, we assume that we would be able to apply or execute it. This is a common reason why students can be confident yet still underperform during actual exams.

When we do not balance theory with enough practice, we run into the danger of sabotaging our own progress and wasting much more time on unlearning and relearning a technique that we had learned incorrectly the first time.