College student learning styles and interests in times of pandemic

Abstract

Learning styles are different methods that students use to learn, influenced by different factors that modify this learning, such as motivation, study methods, and the student's attitude, among others. This work focuses on the learning styles and interests of the university student, the main objective is to identify the factors that affect the learning style and interests of higher education students in times of pandemic. The methodology was integrated from the research instrument that generated information for the explanation of this issue, its focus being quantitative, in addition to the theoretical value based on the integration of theories. The research was carried out with a sample of 1,412 higher education students. The instrument was designed considering 160 variables, 10 signal variables and 150 variables of learning styles and interests divided into several subdimensions, the STATISTIC program was used for statistical treatments based on frequencies, percentages, comparison and factorial analysis. Among the main research results it was found that women attend college because they have an interest in learning and preparing to successfully achieve their goals, and not just because of a college degree, unlike men. In addition, students are clear that experience is essential to develop the knowledge acquired, having a real experience of what the world of work is, venturing into them and at the same time being learning. The intervention proposal is to promote in the universities that from the first semesters or semesters the student is allowed to have a real experience in the labor field about his career.

University learning style model: Bibliometrics and systematic literature review

“…For which, it involved 119 students who were taking the Diploma course in information technology at a private university; taking into account Kolb's learning styles model and learning perceptions, this is how it was investigated combining elements of process, content and ease of use; using ANOVA to assess students' perceptions of blended learning. Likewise, they determined that the majority of students are part of the convergent category, followed by divergent, accommodating and assimilating; these findings could benefit teachers in designing the most appropriate resources based on the students' preferred mode of learning [27], [28], [33], [34].…”

“…Teaching strategy and learning styleStrategiesConcepts References Didactics and techniques They are the didactic resources and the techniques to use according to the[15],[24]-[34],[49]-[53] learning style.…”