Learning styles among university students and learning-centered teaching

Authors

DOI:

https://doi.org/10.7203/relieve.23.2.9078

Keywords:

Student centered learning, Learning styles, Deep learning, Self-regulation, University students.

Abstract

The aim of this work was to assess the impact of learning-centered methods, implemented by four professors into the learning styles of some students on the Educational Processes and Contexts, a course of the Master’s Degree in Secondary Education Teaching at the University of Valencia (Spain). Another aim was to analyze the students’ assessment employed methods. The sample included 117 subjects from this Master’s Degree in 2014-15, divided into four groups from four different specialties. A quasiexperimental design was used along with pre-test/post-test measures with the ILS (Inventory of Learning Styles) questionnaire (Vermunt, 1994). Students also assessed the methods used by their professors with a quantitative questionnaire. The professors followed learning-centered methods with different methodological formats with the four groups. Significant improvements were found in many of the variables measured by the questionnaire (deep learning, self-regulation, personal interested-based learning direction, using knowledge, cooperation, etc.) in the four student groups, and the pre-test/post-test differences were bigger in groups 1 and 4 than in groups 2 and 3. The inter-group comparisons reflected significant differences in the pre-test among all four groups, which did not appear in the post-test so all the groups were equal after applying the learning-centered methods. The students positively assessed the used methods. The results confirmed the positive influence of learning-centered methods on students’ learning styles and provided some ideas to improve teaching-learning processes with university students.

Author Biographies

Bernardo Gargallo-López, University of Valencia

Catedrático de Teoría de la Educación de la Universidad de Valencia. Ha ganado el Primer Premio Nacional de Investigación Educativa del Ministerio de Educación y Ciencia en 2000 con una investigación sobre estrategias de aprendizaje y también en 2002, con un trabajo sobre nuevas tecnologías y educación. Su principal línea de investigación en la actualidad y los proyectos competitivos que dirige y ha dirigido en los últimos años se centran en la enseñanza y el aprendizaje en la universidad con especial énfasis en los métodos centrados en el aprendizaje.

Cruz Pérez-Pérez, University of Valencia

Profesor titular de Teoría de la Educación de la Universidad de Valencia. Su investigación se centra en el aprendizaje de valores, actitudes y normas, prevención de la violencia de género y emprendizaje en la universidad. Actualmente participa en dos proyectos de I+D+i, uno sobre métodos centrados en el aprendizaje en la universidad y otro sobre Aprendizaje de Servicio en la Universidad.

Irene Verde-Peleato, University of Valencia

Profesora ayudante doctora del Departamento de Teoría de la Educación de la Universitat de València. Maestra y doctora en Ciencias de la Educación. Lleva unos años impartiendo la asignatura de Estrategias de aprendizaje al alumnado de nueva incorporación en  la enseñanza Superior.  Ha participado en diferentes proyectos internacionales todos ellos vinculados a la temática de educación intercultural que es la línea de investigación en la que se centra. Actualmente participa en un proyecto de I+D+i sobre métodos centrados en el aprendizaje en la universidad.

Eloïna García-Félix, Polytechnic University of Valencia

Doctora en Ciencias de la Educación, profesora asociada del Departamento MIDE de la Universitat de València y técnico superior en el Instituto de Ciencias de la Educación de la Universitat Politècnica de Valéncia (UPV). Desde 1996 se dedica a la formación pedagógica del profesorado universitario, impartiendo cursos en programas de formación permanente en distintas universidades sobre temáticas diversas como la tutoría universitaria, metodologías docentes, innovación educativa, competencias transversales, etc. Ha participado en dos proyectos I+D+i sobre estrategias de enseñanza y aprendizaje en estudiantes universitarios, siendo esta actualmente una de sus principales líneas de investigación.

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Published

2017-12-15

Issue

Vol. 23 No. 2 (2017)

Section

Research Articles

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