ESTUDIO COMPARATIVO DE LOS ESTILOS DE APRENDIZAJES DEL ALUMNADO QUE INICIA SUS ESTUDIOS UNIVERSITARIOS EN DIVERSAS FACULTADES DE VENEZUELA, MÉXICO Y ESPAÑA
DOI:
https://doi.org/10.55777/rea.v4i7.921Keywords:
Estilos de Aprendizaje, Enseñanza de calidad, REDALUE, Metodología cuantitativa.Abstract
RESUMEN
El presente trabajo de investigación forma parte del Proyecto Redalue (Red que alberga a diferentes países de América Latina y la Unión Europea), impulsado por los doctores Alonso y Gallego (U.N.E.D. – España). Está formado por profesorado de diferentes países, todos con grado Doctoral, que constituyeron un grupo de trabajo encargado de investigar y difundir los Estilos de Aprendizaje en los ámbitos científico y educativo.
El objetivo general pretende analizar las preferencias en cuanto a los Estilos de Aprendizaje del alumnado que cursa el primer año de la carrera en tres instituciones de Educación Superior de tres países diferentes: España, México y Venezuela.
Mediante el análisis de todos los resultados obtenidos en la presente investigación se puede constatar que se distinguieron diferencias en el Estilo de Aprendizaje Activo en, al menos, una de las Instituciones participantes en el estudio, por lo que la hipótesis de partida quedó rechazada.
COMPARATIVE STUDY OF THE STYLES OF LEARNINGS OF STUDENTS THAT INITIATES THEIRS UNIVERSITY STUDIES IN DIVERSE POWERS OF VENEZUELA, MEXICO AND SPAIN
ABSTRACT This research is part of Project Redalue Network (home to several Latin American countries and the European Union), led by Drs Alonso and Gallego (UNED - Spain). It consists of teachers in different countries, all with doctoral degrees, which constituted a working group to investigate and disseminate the learning styles in science and education.
The overall objective to analyze the preferences for the learning styles of students in the first year of the race in three higher education institutions from three different countries: Spain, Mexico and Venezuela.
By analyzing all the results obtained in this investigation it is clear that discernible difference in the Active Learning Style in at least one of the institutions involved in the study, so the hypothesis was rejected.
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