The Influence of Teaching Contexts on the Quality of University Learning

This article describes the methodology, results and conclusions derived from the study "Learning Strategies, Teaching Contexts and their Influence on the Quality of Student Learning Outcomes in Higher Education" carried out at the University of Cordoba (Colombia), in order to reflect and then to transform the contexts in which learning occurs in universities. The research analyzes through the Biggs 3P model (1993) the relationship between learning strategies and teaching contexts in 1st-year students in various faculties of the University of Cordoba. Action research characterizes the elements of the systems involved in the learning process and enables the design and implementation of an action plan to transform and enhance existing practices based on feedback and reflection by teachers and students.