Videoconference attendance and online learning: description of strategies in teacher education students

The study of university students learning strategies has been a topic of interest for researchers whose concern has to do with learning. After consulting the latest contributions, it is corroborated that they have been mostly focused on face-to-face modalities. Objective: To clarify the strategic profile of a group of students in non-f of face-to-face modality as well as to determine the existence or not of significant differences depending on the access to videoconferences. Method: Quantitative research using the CEVEAPEU learning strategies questionnaire (Gargallo et al., 2009). Results: On the one hand, the existence of significant differences in the use of strategies was determined, establishing three clearly differentiated profiles: high, medium and low. On the other hand, no significant differences were found according to the degree of access to live sessions except in four strategies: internal attributions, anxiety control, planning, social skills and peer learning.