Self‑directed learning is broader than simple self‑paced study and requires learners to diagnose their learning needs, set their own goals, identify appropriate strategies and assess whether the goals have been met. Six steps are often recommended in that process: formulate learning objectives, determine assessment criteria, sequence activities, plan timelines, identify resources and seek feedback and adjust strategies. When it comes to writing CIRO examinations, some of these tasks are not so simple.
At Scentia Learning we take care of a number of these areas, so you can focus on truly grasping the knowledge. But how does one study better? We identify the following well-researched techniques that improve self-studying.
Retrieval Practice (Self‑Testing)
Retrieval practice—actively recalling information—produces robust learning gains. A meta‑analysis spanning more than a century of research shows that practice tests improve learning more than rereading or passively reviewing. Self‑tests strengthen memory traces through effortful retrieval and provide feedback about what has or hasn’t been mastered. Self‑testing with feedback helps students identify weak areas and allocate study time more effectively.
How we help self‑learners:
- We integrate frequent low‑stakes quizzes and test that help you perfoma retrieval practice
How you can improve self-learning:
- After reading a section, make notes in your own words. Compare with the original to identify gaps.
Distributed (Spaced) Practice
Research shows that spreading study sessions over time (distributed practice) leads to more durable learning than massed practice. Even when learners feel that spaced practice is less productive, the long‑term benefits are substantial. Spacing sessions produces large effect sizes across disciplines; two shorter sessions separated by days or weeks produce better retention than one long session.
Implications:
- Plan study schedules that revisit material at increasing intervals rather than only before an exam.
- Use digital calendars or spaced repetition systems to ensure periodic review.
Interleaved Practice
Interleaving—mixing different types of problems or topics rather than practicing one type at a time—has been shown to improve discrimination and transfer. Interleaving forces learners to identify the underlying principle for each problem, leading to deeper understanding and better transfer to novel tasks.
How we help self‑learners:
- In our tests, we mix practice questions from different topics and subjects instead of completing all of one type before moving on.
Elaborative Interrogation and Self‑Explanation
Elaborative interrogation involves asking “why?” questions about facts to prompt learners to explain why a given statement is true. Self‑explanation requires learners to generate explanations of how new information relates to what they already know. Both techniques enhance comprehension by promoting deeper processing and integration.
Self‑explanation improves transfer in a logic‑reasoning task: students who explain examples to themselves during practice score three times higher on the final test compared with those who do not.
How we help self‑learners:
- While going over new topics we explain how each new idea connects to prior knowledge.
- Our tests are designed to explain the steps and underlying principles behind the right answers
Note‑Taking Strategies: Longhand vs. Laptop
The method of capturing notes influences learning. Experiments comparing laptop note‑taking with longhand note‑taking found that, even when distractions were controlled, students using laptops wrote more words verbatim and performed worse on conceptual questions than those taking longhand notes. Handwritten notes encourage summarization and processing, which leads to better conceptual understanding, while typing encourages transcription without processing.
Implications:
- If using a laptop, deliberately rephrase ideas and avoid verbatim note‑taking. Summarize concepts in your own words rather than transcribing slides.
Dual Coding and Visual Imagery
Dual coding theory proposes two independent but interconnected systems for storing information: a verbal system and a pictorial system. Information encoded both verbally and visually benefits from two retrieval cues, improving recall. The benefit of imagery arises because mental images or physical pictures provide an additional code that supplements verbal memory. Dual coding also explains the picture‑superiority effect—pictures and concrete nouns are better remembered than abstract words because they easily evoke both verbal and pictorial codes.
How we help self‑learners:
- Various CIRO examinations require an in-depth understanding of complex concepts. We combine text with relevant diagrams, charts and pictures to strengthen memory and understanding of concepts.
Learning by Teaching (The Protégé Effect)
Teaching others enhances the teacher’s own learning. A qualitative study of medical residents found that those who taught near‑peers acquired knowledge and competencies better than those who did not; they also developed self‑reflection, leadership and communication skills. Explaining concepts to others helps detect and repair faulty mental models.
How we help self‑learners:
- Our teaching material emulates the approach of trying to teach the subjects to someone else
Goal‑Setting and Self‑Efficacy
Goals transform vague intentions into specific targets that energise behaviour. Goal‑setting theory emphasizes that goals should be specific, challenging yet attainable, and linked to feedback. In self‑directed language learning, goals give activities purpose, direct attention to critical tasks and motivate learners to invest effort. Research with adult online students found that self‑efficacy (belief in one’s capabilities) predicted the level of self‑set grade goals, which in turn predicted academic outcomes. Higher self‑efficacy led learners to set more ambitious grade goals and to achieve better performance; the expected grade goal was the strongest predictor of final grades. You should set realistic yet challenging goals, break tasks into manageable steps, and reflect on progress.
Effort Regulation and Persistence
Effort regulation involves sustaining motivation and persisting through difficulty. Students with strong effort regulation maintain study schedules, resist distractions and continue working even when tasks are challenging. In the pandemic‑era survey, effort regulation was a positive predictor of academic performance. Strategies to support effort regulation include breaking tasks into smaller segments, scheduling regular study times, rewarding progress and cultivating a growth mindset.
Conclusion
Effective self‑learning is not about innate talent but about deploying strategies that align with how human memory and motivation work. Research across cognitive psychology and educational science demonstrates that active and effortful learning strategies—retrieval practice, spaced and interleaved practice, elaborative interrogation, self‑explanation, dual coding, and teaching others—produce durable and transferable learning. These methods work because they require the learner to actively retrieve, generate, connect and organize information, which strengthens memory and promotes understanding. At Scentia Learning, we incorporate these evidence‑based techniques into self‑learning routines, which helps transform independent study from passive consumption into a purposeful, scientific process that builds expertise over time.