Estilos de aprendizaje: estrategias de enseñanza en LUZ

Abstract

The development of the future professional graphic design requires the constant use of didactic and financial resources for learning, the product of a growing market and with greater demands due to global growth. This directs the way to the use of teaching strategies in correspondence with the style of student learning that strengthen their potentialities. The objective is to evaluate the learning styles present in the students assigned to the Graphic Design program of FADLUZ, to generate teaching and motivational strategies that stimulate their learning. A descriptive and field research was considered, the sample consisted of 59 Students active and enrolled in the curricular units of the Instrumental Axis of the Graphic Design Program of the FADLUZ who were administered the Kolb Learning Styles Inventory of 1985 through a form in Google Form. Most students learn using Reflective Observation (OR) and are inclined primarily to two learning styles. The Assimilator with 51% followed by Divergent with 32% identified that the trend is towards a more balanced learning. To conclude that the identification of the type of learning style in Graphic Design students does not lead to a particular type of active teaching strategy, even though efforts can be focused on the design of activities, selection of educational material, presenting information, creating or not working groups and modifying the aspects to be evaluated. It is important for the student to identify their learning style to strengthen their training process. Likewise, motivation should be fostered that fosters the interest to learn, without neglecting the fact of knowing what strategies can be implemented according to the style of learning.