Strategies that promote self-learning learning in university students

Abstract

This article aims to identify the learning strategies used by some university students in the educational area. For this purpose, a descriptive study was carried out based on the application of the questionnaire of learning strategies of León-Urquijo, Ospian-Marulanda, and Ruiz-Lozano (2012, modified by León-Urquijo, Risco del Valle and Alarcón Salvo, 2014 ), which measures seven learning strategies: essay, elaboration, organization, metacognition, self-regulation, self-assessment and affective support. The questionnaire was applied to 50 students of the Michoacan Institute of Education Sciences (imced). The results show that the evaluation and testing strategies are the most developed among students, but more attention should be given to strengthening strategies such as organization, self-regulation, elaboration and metacognitive strategies, so that they have the tools that favor autonomous learning. The results imply a reflection on the importance of changing the paradigms of the teaching process to reinforce the strategies that favor an autonomous learning, not only from the conscientization of the teachers, but from the educational models and curricular university designs.