Learning Strategies in Distance Courses: Difference Between Teaching Degree and Extension Courses

Fabiana Maris Versuti,Raíssa Bárbara Nunes Moraes Andrade,Thaís Zerbini

doi:10.1590/0102.3772e3631

Fabiana Maris Versuti, Raíssa Bárbara Nunes Moraes Andrade + Show 1 more

Open Access

https://doi.org/10.1590/0102.3772e3631

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Abstract

Abstract The learning process includes several specific learning skills. The Learning Strategies, crucial to improve the selection and planning processes of teaching strategies in distance educational actions, is an example. The objective of this study, mainly quantitative in nature, was to compare the use of Learning Strategies by participants enrolled in university extension and teaching degree distance courses. Results found from t-Test point out that Cognitive Strategies, Self-Regulation and Emotion Control are most widely used by participants in the Extension course. It is highlighted the use of Learning Strategies that enable the monitoring and regulation of the organization and the cognitive process by teachers in initial or continuing education must be considered in order to achieve better course planning.

Highlights

The learning process includes several specific learning skills
The analysis and understanding of Learning Strategies could play a valuable role in the improvement of institutional planning of distance actions, as these strategies enable the identification of the individual learning processes used and the teaching procedures most suitable to each agent involved (Santos et al, 2004; Zerbini, 2007; Zerbini & Abbad, 2010)
The results achieved in this research were based on the data analysis through the the means difference test (t-Test), with two distance courses serving as sample

Summary

Introduction

The learning process includes several specific learning skills. The Learning Strategies, crucial to improve the selection and planning processes of teaching strategies in distance educational actions, is an example. Results found from t-Test point out that Cognitive Strategies, Self-Regulation and Emotion Control are most widely used by participants in the Extension course It is highlighted the use of Learning Strategies that enable the monitoring and regulation of the organization and the cognitive process by teachers in initial or continuing education must be considered in order to achieve better course planning. Os participantes são professores em formação inicial e continuada em cursos ofertados à distância por uma Instituição de Ensino Superior de natureza pública. The analysis and understanding of Learning Strategies could play a valuable role in the improvement of institutional planning of distance actions, as these strategies enable the identification of the individual learning processes used and the teaching procedures most suitable to each agent involved (Santos et al, 2004; Zerbini, 2007; Zerbini & Abbad, 2010)

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