Open AccessLink between Learning Strategies and Educational Guidance Needs – A Pilot Study with New Students at UNED
Author(s) -
Borja Guerrero
Publication year - 2021
Publication title -
european distance and e-learning network (eden) conference proceedings
Language(s) - English
Resource type - Journals
ISSN - 2707-2819
DOI - 10.38069/edenconf-2021-ac0003
Subject(s) - psychology , metacognition , higher education , distance education , mathematics education , lifelong learning , medical education , cognition , pedagogy , political science , medicine , neuroscience , law
In institutions such as the National University of Distance Education (UNED), where students must take a leading role in their own learning processes in order to be academically successful, the learning strategies, understood as a series of cognitive, metacognitive, motivational, self-regulation, emotional and support aspects, take on maximum importance. In order to establish relationships between learning strategies and the educational guidance needs of new students at the UNED, a pilot study was carried out with students of the Degree in Psychology in March 2021, who responded to the CEVEAPEU tool developed by Gargallo et al. (2009). The data shows that, at the beginning of their degree studies, students have good learning strategies. In addition to all the initial information and advice provided by the institution, it is appropriate for guidance services to provide specific guidance on a sustained basis throughout the first year, cushioning the effect of changes that may occur in learning strategies, thus helping to prevent many dropouts.