Learning strategies used by students from a distance learning course of pedagogy

Abstract

This research is based on the theoretical framework of Cognitive Psychology/Theory of Information Processing and has the objective of analyzing the frequency of using cognitive, behavioral and self-regulatory learning strategies by students from the Pedagogy course offered as distance learning by a public institution located in the North region of the state of Paraná/Brazil. Five-hundred and thirty-two students took part in the study, 98.7% of them women and 1.32% men . For data collection the Scale of Learning Strategies (SLS) was used, developed and validated by Zerbini and Abbad (2008). Data collection was made on-line, using tools available on Google Drive, by means of a link, made available on the first page of the platform of the course performed by students participating in this research. Results indicated a greater tendency of participants to use cognitive learning strategies, followed by behavioral and self-regulatory strategies. The self-regulatory strategies, particularly Emotion Control and Monitoring of Understanding had lower averages, highlighting the need for tutors to encourage the use of such strategies, for developing meta-cognitive skills.