Journal of Social Science and Human Research Studies (JSSHRS) · Research article · Open access
An Exploratory Look at Graduate Students’ Learning Strategies in Asynchronous Online Courses
Cassandra Williams, Kristi Young, Dionne Williams, Joyce Farrow, Melissa J. Hawthorne
27 October 2026 · Vol. 2, Issue 10, pp. 1914-1921
DOI: 10.65150/EP-jsshrs/V2E10/2026-14 (registration with Crossref in progress)
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What is this article about?
It is important that all students have a strong set of study strategies. This is especially true for graduate students in Education.
Article at a glance
- Published
- 27 October 2026
- Volume / issue / pages
- Vol. 2, Issue 10, pp. 1914-1921
- ISSN
- 3051-3561 (online) · 3051-3553 (print)
- Licence
- CC BY 4.0 — free to read and reuse with attribution
- Peer review
- Double-blind, at least two independent reviewers
- Publisher
- EP Journals Group
Abstract
It is important that all students have a strong set of study strategies. This is especially true for graduate students in Education. These students frequently are, or are planning to be, administrators who. Principals are in a unique position to introduce study strategies to the teachers working under them. This, in turn, gives teachers a set of tools that they can pass on to their students. However, most students rely on strategies, such as rereading, that research shows to be less effective. Research has also identified numerous strategies that are advantageous for retaining studied information (e.g., Carpenter et al.; 2022). However, to put the strategies to use, teachers must know that they exist and when to use them. The current study examined how frequently graduate students in asynchronous online graduate courses use empirically validated research strategies. Specifically, the study focused on retrieval practice, elaboration, dual coding and interleaving. The results showed that the use of such strategies varies among students with interleaving being the most frequently used strategy and dual coding being the least used strategy.
Keywords: study strategies, retrieval practice, elaboration, dual coding, interleaving
Cite this article
Cassandra Williams, Kristi Young, Dionne Williams, Joyce Farrow, & Melissa J. Hawthorne (2026). An Exploratory Look at Graduate Students’ Learning Strategies in Asynchronous Online Courses. Journal of Social Science and Human Research Studies, 2(10), 1914-1921. https://www.ep-journals.org/articles/an-exploratory-look-at-graduate-students-learning-strategies-in-asynchronous-f6de35db
@article{Cassandra2026,
title = {An Exploratory Look at Graduate Students’ Learning Strategies in Asynchronous Online Courses},
author = {Cassandra Williams and Kristi Young and Dionne Williams and Joyce Farrow and Melissa J. Hawthorne},
journal = {Journal of Social Science and Human Research Studies},
year = {2026},
volume = {2},
number = {10},
pages = {1914-1921},
url = {https://www.ep-journals.org/articles/an-exploratory-look-at-graduate-students-learning-strategies-in-asynchronous-f6de35db}
}Questions about this article
Who wrote this article?
Cassandra Williams, Kristi Young, Dionne Williams, Joyce Farrow, Melissa J. Hawthorne.
Where and when was it published?
In Journal of Social Science and Human Research Studies, Volume 2, Issue 10, pages 1914-1921, published by EP Journals Group on 27 October 2026.
Is this article free to read?
Yes. It is open access under a Creative Commons Attribution 4.0 (CC BY 4.0) licence, so anyone can read, share and reuse it with attribution.
What is the DOI of this article?
10.65150/EP-jsshrs/V2E10/2026-14. Registration with Crossref is in progress.
How do I cite this article?
APA: Cassandra Williams, Kristi Young, Dionne Williams, Joyce Farrow, & Melissa J. Hawthorne (2026). An Exploratory Look at Graduate Students’ Learning Strategies in Asynchronous Online Courses. Journal of Social Science and Human Research Studies, 2(10), 1914-1921. https://www.ep-journals.org/articles/an-exploratory-look-at-graduate-students-learning-strategies-in-asynchronous-f6de35db
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