This study included two experiments that investigated study strategies students use with online prose. Online prose is defined as material presented on computers in linear form. In the present study, both the strategies that students report and those they actually use for online prose were assessed. In addition, the effects of an integrated study strategy method, SOAR, were tested for online prose. SOAR includes the components of Selection, Organization, Association, and Regulation. Research is reviewed relative to each SOAR component, online prose, and cognitive theory of learning. In the first experiment, one-hundred and fourteen students completed a questionnaire that contained both open and closed-ended questions pertaining to study strategies for online prose. In the second experiment, one-hundred and eight students were assigned randomly to the control group or one of four experimental groups and presented with the same online prose material. The control group participants studied using preferred methods and were free to create study materials of their choice. The experimental groups studied using SOAR in part, or whole, and were prompted to create study materials based on SOAR components. Overall, results showed that, when left to their own devices, students create incomplete materials and use ineffective study methods for online prose. Further, SOAR strategies improve achievement for online prose, and the highest achievement was earned by students who used the entire SOAR method. Results are discussed relative to learning, classroom application, and design of online prose. Last, this study's limitations and directions for future research are discussed.
