Articulating learning styles and teaching strategies in higher education

Abstract

This article analyzes how the learning styles of the students of a Bachelor program can be articulated with certain teaching strategies that improve learning. From a mixed investigation, the learning styles of the students from first to third semester were characterized by applying the CHAEA Questionnaire and teaching strategies were identified through interviews with teachers and classroom observations. According to the results, the studied population has a greater preference for theoretical and pragmatic learning styles; although in certain groups there is evidence of a moderate preference for various styles. Teachers use strategies oriented towards the reflective style, which allows to conclude that the inclusion of various pedagogical strategies is necessary to favor different learning preferences and the development of new skills among students.