Research has repeatedly demonstrated that students with effective learning strategies are more likely to have better academic achievement. Existing research has mostly focused on a single course or two, while longitudinal studies remain scarce. The present study examines the longitudinal sequence of students' strategies, their succession, consistency, temporal unfolding, and whether students tend to retain or adapt strategies between courses. We use a large dataset of online traces from 135 students who completed 10 successive courses (i.e., 1350 course enrollments) in a higher education program. The methods used in this study have shown the feasibility of using trace data recorded by learning management systems to unobtrusively trace and model the longitudinal learning strategies across a program. We identified three program-level strategy trajectories: a stable and intense trajectory related to deep learning where students used diverse strategies and scored the highest grades; a fluctuating interactive trajectory, where students focused on course requirements, scored average grades, and were relatively fluctuating; and a light trajectory related to surface learning where students invested the least effort, scored the lowest grades, and had a relatively stable pathway. Students who were intensely active were more likely to transfer the intense strategies and therefore, they were expected to require less support or guidance. Students focusing on course requirements were not as effective self-regulators as they seemed and possibly required early guidance and support from teachers. Students with consistent light strategies or low effort needed proactive guidance and support.

研究一再表明，拥有有效学习策略的学生更有可能取得更好的学业成绩。现有研究主要集中在一两个课程上，而纵向研究仍然很少。本研究考察了学生策略的纵向顺序、它们的连续性、一致性、时间展开，以及学生是否倾向于在课程之间保留或调整策略。我们使用来自 135 名学生的大型在线跟踪数据集，这些学生在高等教育计划中完成了 10 门连续课程（即 1350 门课程注册）。本研究中使用的方法表明了使用学习管理系统记录的跟踪数据来不引人注意地跟踪和建模整个程序的纵向学习策略的可行性。我们确定了三个项目级别的策略轨迹：与深度学习相关的稳定而激烈的轨迹，学生使用不同的策略并获得最高分；波动的互动轨迹，学生关注课程要求，平均成绩，并且相对波动；以及与表面学习相关的光轨迹，其中学生投入最少的努力，得分最低，并且具有相对稳定的途径。高度活跃的学生更有可能转移激烈的策略，因此，他们预计需要较少的支持或指导。专注于课程要求的学生并不像他们看起来那样有效地自我调节，可能需要教师的早期指导和支持。