How Learning Strategies Influence Student Success in Asynchronous Online Physics Courses Compared to In-person Courses

In this study we investigate the impact of student's self-reported use and perceived value of learning strategies on academic outcomes in online versus in-person physics introductory courses. Our learning strategy scale has four categories: peer learning, organizational, self-testing, and rehearsal. We find the two groups differ initially only with respect to their use and perceived value of peer-learning strategies.A hierarchical linear model that includes demographics and self-regulated learning constructs such as self-efficacy and metacognition shows that student's use of organizational strategies negatively correlates with the final score in both educational settings. Organizational strategies include flashcards, highlighting, drawing outlines and summarizing notes. Future work will look into whether this linear model differs in Biology classes with instructors who place more emphasis on organizational learning strategies.