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LEARNING PATTERNS IN HIGHER EDUCATION. ASSESSING THE INFLUENCE OF PERSONS, CONTEXTS, AND TIME ON SELF-REGULATED LEARNING
Abstract
This paper focuses on the subject of learning patterns in higher education. In a traditional way, learning patterns, styles, strategies, and regulation mechanisms are regarded as stable across time and contexts. Recent research argue the flexibility of learning patterns across contexts, persons, and time. The article proposes the analysis of both approaches based on the results of a study conducted on undergraduate students in regular universities. The research was based on a qualitative approach, blending photovoice and interpretative phenomenological analysis. All collected data were analyzed based on a person-oriented methods. The research results indicate there are significant qualitative differences among students, learning contexts and even over the passing time. The paper describes cognitive and metacognitive strategies used to self-regulate learning and their relation to specific learning contexts. A discussion of these results is provided in order to improve the quality of teaching in higher education.
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