WGU D389 TASK 1
LEARNING STRATEGIES IN HIGHER EDUCATION | 2026/2027
UPDATE
WESTERN GOVERNORS UNIVERSITY Complete Task with Complete
Solution | A+ Graded
Student Name
Course: D389: Learning Strategies in Higher Education Instructor:
[Instructor
Date: [Current Date]
SECTION 1: PERSONAL LEARNING ASSESSMENT
Self-Assessment of Learning Preferences and Habits
Understanding one's current academic standing is the foundational step in developing a robust
framework for success in higher education. Through the utilization of the VARK questionnaire
and the Metropolitan State University Learning Style Inventory, I have identified my primary
learning preference as a multimodal learner with a strong inclination toward Read/Write and
Kinesthetic modalities. This suggests that while I can digest information through text, I solidify
my understanding through doing—practicing problems, engaging in simulations, and applying
concepts to real-world scenarios.
My current study habits inventory reveals a mixed profile. A distinct strength is my ability to
focus deeply on subjects that interest me, often entering a state of "flow" where time passes
unnoticed. However, this strength is counterbalanced by a significant area for growth: time
management and procrastination. I tend to prioritize urgent tasks over important ones, often
leaving high-value, long-term projects until the deadline approaches. This "cramming" tendency
conflicts with the evidence-based principle of distributed practice, leading to surface-level
learning rather than deep retention.
Time management analysis indicates that I struggle with "time blindness," often
underestimating how long academic tasks will take. This often results in a reactive study cycle
rather than a proactive one. Additionally, while my reading comprehension is high, my note-
, taking system is disorganized. I frequently highlight text extensively—a passive strategy that
creates an illusion of competence—rather than engaging in active elaboration or
summarization. Moving forward, my primary challenge is transitioning from a passive recipient
of information to an active architect of my own knowledge.
SECTION 2: GOAL SETTING
SMART Goals Framework
To address the identified areas for growth, I have established goals using the SMART framework
(Specific, Measurable, Achievable, Relevant, Time-bound).
Short-Term Academic Goal (1-6 Months): I will implement a structured study routine utilizing
spaced repetition for my current course, D389. Specifically, I will dedicate 90 minutes daily, five
days a week, to active study sessions using retrieval practice techniques. I will measure success
by tracking my adherence to this schedule on a weekly planner and achieving a "Pass" or
"Competent" rating on the upcoming performance assessment within the next four weeks. This
goal is relevant because it directly addresses my tendency to procrastinate and cram, fostering
better retention.
Long-Term Academic and Career Goal (1-5 Years): I will complete my Bachelor of Science in
Business Management by December 2027, maintaining a GPA that qualifies for the Dean’s List.
Upon graduation, I aim to secure a position as a Project Manager within the healthcare
technology sector. This goal aligns with my personal value of lifelong learning and my desire to
lead initiatives that improve community health outcomes. Success will be defined by the
conferral of my degree and the acceptance of a job offer in my target field within three months
of graduation.
Goal Alignment with Personal Values: These goals are deeply aligned with my core values of
perseverance and professional excellence. By obtaining a degree, I am not only investing in my
economic future but also modeling the importance of education for my family. The discipline
required to achieve these goals will translate directly into the competencies needed for effective
project management, bridging the gap between academic theory and professional practice.
SECTION 3: LEARNING STRATEGY SELECTION
Evidence-Based Strategies for Academic Success
To achieve the goals outlined above, I will transition away from passive study habits and adopt
evidence-based cognitive strategies.
Active Learning Strategies: The cornerstone of my strategy will be Retrieval Practice. Research
by Brown, Roediger, and McDaniel (2014) in Make It Stick suggests that recalling information
LEARNING STRATEGIES IN HIGHER EDUCATION | 2026/2027
UPDATE
WESTERN GOVERNORS UNIVERSITY Complete Task with Complete
Solution | A+ Graded
Student Name
Course: D389: Learning Strategies in Higher Education Instructor:
[Instructor
Date: [Current Date]
SECTION 1: PERSONAL LEARNING ASSESSMENT
Self-Assessment of Learning Preferences and Habits
Understanding one's current academic standing is the foundational step in developing a robust
framework for success in higher education. Through the utilization of the VARK questionnaire
and the Metropolitan State University Learning Style Inventory, I have identified my primary
learning preference as a multimodal learner with a strong inclination toward Read/Write and
Kinesthetic modalities. This suggests that while I can digest information through text, I solidify
my understanding through doing—practicing problems, engaging in simulations, and applying
concepts to real-world scenarios.
My current study habits inventory reveals a mixed profile. A distinct strength is my ability to
focus deeply on subjects that interest me, often entering a state of "flow" where time passes
unnoticed. However, this strength is counterbalanced by a significant area for growth: time
management and procrastination. I tend to prioritize urgent tasks over important ones, often
leaving high-value, long-term projects until the deadline approaches. This "cramming" tendency
conflicts with the evidence-based principle of distributed practice, leading to surface-level
learning rather than deep retention.
Time management analysis indicates that I struggle with "time blindness," often
underestimating how long academic tasks will take. This often results in a reactive study cycle
rather than a proactive one. Additionally, while my reading comprehension is high, my note-
, taking system is disorganized. I frequently highlight text extensively—a passive strategy that
creates an illusion of competence—rather than engaging in active elaboration or
summarization. Moving forward, my primary challenge is transitioning from a passive recipient
of information to an active architect of my own knowledge.
SECTION 2: GOAL SETTING
SMART Goals Framework
To address the identified areas for growth, I have established goals using the SMART framework
(Specific, Measurable, Achievable, Relevant, Time-bound).
Short-Term Academic Goal (1-6 Months): I will implement a structured study routine utilizing
spaced repetition for my current course, D389. Specifically, I will dedicate 90 minutes daily, five
days a week, to active study sessions using retrieval practice techniques. I will measure success
by tracking my adherence to this schedule on a weekly planner and achieving a "Pass" or
"Competent" rating on the upcoming performance assessment within the next four weeks. This
goal is relevant because it directly addresses my tendency to procrastinate and cram, fostering
better retention.
Long-Term Academic and Career Goal (1-5 Years): I will complete my Bachelor of Science in
Business Management by December 2027, maintaining a GPA that qualifies for the Dean’s List.
Upon graduation, I aim to secure a position as a Project Manager within the healthcare
technology sector. This goal aligns with my personal value of lifelong learning and my desire to
lead initiatives that improve community health outcomes. Success will be defined by the
conferral of my degree and the acceptance of a job offer in my target field within three months
of graduation.
Goal Alignment with Personal Values: These goals are deeply aligned with my core values of
perseverance and professional excellence. By obtaining a degree, I am not only investing in my
economic future but also modeling the importance of education for my family. The discipline
required to achieve these goals will translate directly into the competencies needed for effective
project management, bridging the gap between academic theory and professional practice.
SECTION 3: LEARNING STRATEGY SELECTION
Evidence-Based Strategies for Academic Success
To achieve the goals outlined above, I will transition away from passive study habits and adopt
evidence-based cognitive strategies.
Active Learning Strategies: The cornerstone of my strategy will be Retrieval Practice. Research
by Brown, Roediger, and McDaniel (2014) in Make It Stick suggests that recalling information
