Learning how to learn: How one online course taught thousands to learn – a personal story of systemic change

Abstract

At the University of Szeged, educators noticed that many first-year students lacked effective learning strategies. In 2016, they introduced a diagnostic assessment covering key subjects and learning habits. Results showed that students often relied on memorisation—effective in high school but inadequate for university—leading to low performance and dropout risks. 

Faced with limited resources, the university sought scalable solutions. They discovered Learning How to Learn (LHTL), an online course by Barbara Oakley and Terrence Sejnowski, which introduces neuroscience-based learning techniques like the Pomodoro method and focused vs. diffuse thinking. However, language was a barrier. With support from Coursera and volunteers, a fully adapted Hungarian version launched in 2020—the first Hungarian-language MOOC on Coursera. 

LHTL was integrated into university life: it became a 2-credit elective and a recognised element of the national admissions scoring system. From 2024, completing LHTL adds five points to an applicant’s score. The course also reached high school and adult learners, fostering early awareness of effective study habits. 

Quantitative data supports LHTL’s impact: students who took the course had higher grades, better course completion rates, and lower dropout rates. A longitudinal study is planned to better understand causality and long-term benefits. 

Beyond academic outcomes, LHTL changed institutional attitudes toward online education. Its success led to the integration of more Coursera content, focusing on skills like communication and digital literacy. It also fostered a mindset shift: viewing learning as a trainable skill, not a fixed trait.  Ultimately, LHTL proved that with the right tools and localization, online education can democratize learning and support systemic change in higher education.