Learning Companion
Helping future university students acquire efficient study habits and self-regulation skills through the use of the Learning Companion.
Duration: April 2022 – April 2023
Status: Completed
Educational Level: Upper Secondary Level – Grammar School Education, Tertiary Level
Topic: Digital Skills & Literacy, Digital Tools
Keywords: Digital Skills, Effective Learning Habits, Metacognition
Initial Situation
At EPFL, the online tool “Learning Companion” was developed to help students improve their study strategies. It includes three components:
- a self-assessment questionnaire that offers students immediate feedback on their learning habits and strategies, along with optional video resources based on the book “Apprendre à étudier” by Roland Tormey and Cécile Hardebolle;
- a platform where students and teachers can exchange exercises and solutions, and provide feedback; and
- a tool for managing interdisciplinary student projects.
This project focused exclusively on the first component—the self-assessment questionnaire. The original tool was based on English-language instruments from the U.S., assessing learning strategies, academic and social support, and epistemological beliefs. These were adapted for the Swiss context and translated into French and German.
Follow-up Project
The follow-up project, An Intervention with the Learning Companion, investigated whether metacognitive reflection guided by the Learning Companion improves learning strategies and student preparation more effectively than conventional methods.
Objectives
The project aimed to build on the first module of the Learning Companion by making the self-assessment questionnaire available in German and validating it with students from the University of Teacher Education Bern (PHBern). This was essential for reaching a broader population of students in Switzerland. The team sought to ensure that the tool, originally developed in English and adapted to French, would also be effective in the German-speaking educational context. In addition, the project aimed to evaluate how learning habits and self-regulation differ between student populations, particularly across academic disciplines. A further goal was to develop and evaluate multilingual versions of the Learning Companion to better support diverse learners across Switzerland’s linguistic regions.
Method
The project used a questionnaire designed to assess key dimensions of self-regulated learning: metacognitive self-regulation, the use of strategies for organizing and elaborating study material, effort regulation, and time management. These categories are grounded in the Motivated Strategies for Learning Questionnaire (MSLQ). Additionally, the tool examined epistemological beliefs—students’ assumptions about the nature of knowledge and learning—as well as how frequently they seek academic or social support from peers and instructors. Data collection was conducted in the fall semester of 2022 using a secure online platform accessible via SWITCH AAI login. Participants were teacher education students at PHBern. The study included both translated items and newly developed or slightly modified scales, such as those focused on note-taking and self-testing, to better fit the Swiss context and the practical needs of the target audience.
Results
Due to a limited number of participants, psychometric validation of the German version using CFA was not possible. Instead, group comparisons were conducted. Students from the special needs education institute showed significantly higher values in metacognitive self-regulation and planning. Part-time students demonstrated better learning and study habits than full-time or solely academic students but had significantly lower scores in help and support. This may be due to full-time students having more on-campus interactions, or part-time students receiving support outside the university environment.
Implemented Translation
The methodology developed in the project to assess learning habits and strategies was successfully transferred into educational practice. First, the originally English-language questionnaire was validated for the French-speaking Swiss context, involving over 900 participants at EPFL. In a subsequent translation step, a German version was translated and validated for use at PHBern with 204 prospective teachers. The developed online tool, “Learning Companion,” was implemented as a practical application and enables students to self-assess their learning strategies while receiving automated feedback.
