VIRTUAL LEARNING ENVIRONMENT

Individual activity: Study habits and

learning styles
Content of the activity
1.

The purpose of this activity is to identify the study habits that

they can favor the development of self-regulated learning
and the achievement of academic goals in learning environments in
line.

Instructions:

Investigatereliable sourcesof the internet about habits of

study that a student must have to achieve a good
academic performance. In your research, consider elements
like: what is a study habit, what is their relationship with the process
of learning, why it is important to develop them and how they can
acquire oneself.

what is a study habit

Study habits are the methods and strategies that one usually uses to
student to assimilate learning units, their ability to avoid
distractions, their attention to specific material and the efforts they make to
long throughout the entire process (Cartagena, 2008).

Study habits are a set of intellectual work habits that

they train the subject for easier and deeper assimilation, transformation and
creation of cultural values (Fernández, 1988).

According to Correa (1998), habits are acquired ways of acting that are presented
automatically. The individual who acquires a habit acts without needing to realize it, hence
it has been said that it is a firmly established reflection.
what relationship do they have with the learning process

Through the learning process, the subject must acquire a series of

habilidades y contenidos que, internalizados en sus estructuras mentales, le
will allow them to be applied in different situations and/or used as resources to
acquire new knowledge (Núñez and Sánchez, 1991).

An important dimension in the teaching-learning process is performance.

academic, which has become a means of control of educational institutions
superior (Edel, 2003; Paba, Lara and Palmezano, 2008).

Why it is important to develop them

Studying according to Marsellach (1999) means positioning oneself appropriately in relation to certain content.
interpret them, assimilate them and retain them, so that later you can express them in a situation of
examine or use them in practical life.

Student motivation is crucial, so it is necessary to develop a

better understanding of the factors of academic motivation; it is possible that
the different social context may be one of the elements that influence the
motivation and academic self-concept (Isiksal, 2010).

how they can be acquired.

Meanwhile, Núñez, C. and Sánchez, J. (1991) warn that in the learning process,
the subject must acquire a series of skills and content that, internalized in their
mental structures, can be applied in different situations as resources to acquire
new knowledge. To achieve these behaviors, the school must provide for
students different methods of work that involve study techniques for the
acquisition, internalization, and constant application in their studies.

Some research shows that young optimistic students who have

with physical and intellectual abilities have well-established study habits. Without
embargo, low results were obtained in some habits that, if not addressed in
prioritized by authorities and teachers, could lead to
students fail, fail, and in the worst case drop out of school Tirado
(2010)
 2. With the results of your research, prepare a document in the
answer the following questions:

o What are the study habits that can be

develop to improve performance in the study modality
online?

Rodríguez (1995) argues that academic performance is the result of the process
educational that expresses the changes that have occurred in the student, in relation to the
planned objectives. These changes refer not only to the cognitive aspect, but also to
involve a set of habits, skills, abilities, attitudes, aspirations, ideals,
interests, concerns, achievements, etc., that the student must acquire. That is,
School performance refers not only to the quantity and quality of knowledge acquired.
by the student in school, but to all manifestations of their life.

o How is time management related to the

development of study habits?

In addition to time management, the psychological factors

like attitude or motivation, are also highlighted as important to
take into account in the preparation before studying (Báez and Báez, 1998). Based on
this, Amrai, Motlagh, Zalani and Parhon (2011), found a positive correlation between
academic motivation and academic performance. These authors believe that
many students, men and women, do not know how to study, but perhaps many do
many more are those who find it difficult to feel motivation towards it
study.

o What strategies do you consider would be most effective for

the development of the habits you identified?

Study habits are behaviors that students practice in their education.

academic. A student with good study habits is capable of studying on their own,
becoming autonomous. Araujo, E. (1988)
Among the recommendations for acquiring good study habits are:
Set a study schedule.
2. Proper distribution and organization of time.
3. Review the subjects daily.
4. Hacer resúmenes. 5. Hacer esquemas.
6. Underline main ideas.
7. Make use of the dictionary.
8. Study in a place free of noise with good lighting and ventilation.
3. Identify your learning style, take the test, and research.
some strategies that favor your way of learning.

4. Watch the video, How to study. (October 3, 2015).

Examples of learning strategies.
[[Link] in reliable sources of
some learning strategies to memorize, process,
classify and organize information.

5. Complete the following table in the Word template that was given to you.
provides.

6. The document includes the questions and their answers, as well as

the table.

7. Revisacuidadosamente tu trabajo, poniendo énfasis en el

development of ideas, writing and spelling.

8. Likewise, check that it meets the requested points in the

rubric.

9. Use the following nomenclature to submit to the teacher to receive

feedback.
LASTNAME_FATHER_LASTNAME_MOTHER_NAME_EVA_
U3
 10. Incorporate references

Remember!

All academic papers that use the APA format must

include the list of sources that were used in its preparation. This list
must have complete data with the complete data of the works
so that any reader can locate and access the original source.
To properly cite references in APA, we leave you a couple of
support resources:

o National Autonomous University of Mexico. (2019). Guide to the

APA style writing. All of UNAM online, consulted on the 30th of
September 2020.
[Link]
writing-in-apa-style

o Monterrey Institute of Technology. (n.d.) APA Guide. Available

en: [Link]

EVA_U3.docx
3. Identify your learning style, take the test, and research some
strategies that favor your way of learning.

Learning Style

VISUAL AUDITORY Kinesthetic

29 points 43 points 25 points

MEMORIZE

Review the information

A basic thing to learn and memorize something is to make it
Information enters our mind on several occasions. With a single
Presentation is very complex to keep something in memory, unless
that has a deep emotional impact. Review and repetition serve
to strengthen the mark that this information leaves in our
memory, in some cases even becoming somewhat automatic.
This is especially useful for unrelated information.
that we cannot connect with other knowledge from our day to day,
like a list of words or multiplication tables, but it is also
applicable to other types of information.

Make outlines and summaries

Limit yourself to reading a text and waiting for it to finish recording in the
Memory can be a slow and inefficient process. It turns out
It is advisable to summarize the content when accelerating it.
treaty and even schemes in which to synthesize and organize the
information. This allows working at a mental level with the
information, processing it and manipulating it in such a way that the

we make it understandable for ourselves.

Sara, S. J. (2000). Retrieval and reconsolidation: toward a

neurobiology of remembering. Learning & Memory, 7(2), 73-84.

PROCESS

Information retrieval strategies: they are those that control the processes of
memory and retrieval, through tactics such as recall exercises, retrieval
from the information following the path of related concepts, among others.

Attention strategies: directed atcontrolof theattentionfrom thepersonand in which it is

focus on the task. For example, embedded questions, the use of hints or clues, and the use of
illustrations.
2. Coding strategies, elaboration, and organization of information: these are the ones that
they control theprocessesof restructuring and personalizing information, for
better integrate it into thestructurecognitive, through tactics such as underlining,
epigrafiado, resumen, esquema, concept maps, synoptic charts, among others.
 3. Repetition and storage strategies: these are the ones that control the processes of
retention andmemoryin the short and long term, through tactics such as copying,
repetitionresourcesmnemonics, establishing meaningful connections, among others.
4. Personalization strategies andcreativityinclude thethoughtcritical, the
reworking of the information, creative personal proposals, among others.
5. Information retrieval strategies: they are the ones that control the processes of
memory and recovery, through tactics such as recall exercises, recovery of
the information following the path of related concepts, among others.
6. Communication strategies and use of acquired information: these are the ones that allow
effectively use the information acquired, for academic tasks and everyday life, to
through tactics such as the preparation ofreports, the realization ofsynthesisfrom what was learned,
thesimulationof exams, self-questions, practical application and transfer exercises, among
others.
According to Prieto (1995), processing strategies are directly aimed at coding,
understanding, retention andreproductionof thematerialsinformative. Likewise, for said
The author's use of these strategies lies in the quality of learning, as one of its
The functions are to promote meaningful learning, which is why they seek the following:
Attention;
Extraction;
Preparation;
Organization of information (pre-reading,readingcomprehensive, annotations
margins, underlining, summary, outlines, concept mapsdiagrams, note-taking and
notes),
Storage and retrieval (memorization and mnemonic resources).

Classify
CLASSIFICATION OF LEARNING STRATEGIES
This is the first classification, consisting of processes, type, purpose and technique or skills:

Memorization learning
Some of the techniques that favor memorization learning whose purpose is the
The simple review consists of the following: underlining, highlighting, copying, and summarizing.

Meaningful learning
Among the techniques or skills that can be used to enhance learning
keywords, rhymes, mental images, paraphrasing,
previous organizers, inference making, summarizing, analogies, development
conceptual, use of categories, semantic networks, conceptual maps, use of structures
textual and radiant thinking diagrams.

We leave you the classification in an infographic:

Díaz Barriga Frida, Teaching Strategies for Meaningful Learning. Trillas (1997)
Mexico.
Organize

Among the strategies that can be employed, we find

the organization strategies. According to the
Danserau's classification (1985) cited by Benito
(2009) the organizational strategies consist of
establish, in an explicit way, internal relationships
among the elements that make up the materials of
learning and the prior knowledge they possess
the subject.
Some examples of this type of strategies are the following:

Concept map
Mind map
Synoptic charts
Conceptual or semantic networks, among others.

Benito, O.D. (2009) Learning strategies in the

e-learning environment.
References

Cartagena, Mario (2008). "Relationship between self-efficacy, academic performance

and the study habits of high school students, Ibero-American Journal on Quality,
Effectiveness and Change in Education, vol. 6
(3). [Link] consultation: January 2012.

Fernández, F (1988). Study Techniques in Dictionary of Sciences

Education, Santillana, Madrid.

Núñez, C. and Sánchez, J. (1991). "Study habits and performance in EGB and BUP
A comparative study. Complutense Journal of Education, Vol. 2 (1),
Complutense University
[Link]://[Link]/[Link]/RCED/article/view/RCED9191130043A
/18163, query: February 2012.

Edel, R. (2003). Academic performance: concept, research, and development. Electronic journal
Ibero-American Journal on Quality, Effectiveness, and Change in Education, 1(2). 1-15

htp://[Link]/pdf/[Link]

Paba, C., Lara, R., and Palmezano, A. (2008). Learning styles and academic performance in
university students. Journal of the Faculty of Health Sciences, 5(2), 99-106.
Isiksal, Mine. (2010). A Comparative Study on Undergraduate Students' Academic
Motivation and Academic Self-Concept. The Spanish Journal of Psychology, consulted on
September 24, 2012, from:[Link]
iCve=17217376005#
Araujo, E. (1988). Academic Performance in the Subject Fundamentals of Biology and its Relationship
with the Study Program, the Average Grades of the Diversified Cycle and the Study Habits.
Master's Thesis, Libertador Experimental Pedagogical University. Caracas.

Tirado, F., Martínez, M., Covarrubias, P., López, M., Quesada, R., Olmos, A., Díaz-
Barriga F. (2010).Psicología educativa para afrontar los desafíos del siglo XXI. México.
ed. McGraw Hill.

htp://[Link]/[Link]?pid=S2007-74672017000200661&script=sci_artext

Rodriguez, R. (2005). Niveles de inteligencia emocional y de autoeficacia en el rendimiento escolar

in students with high and low academic performance. Unpublished thesis to obtain the degree of Master in
Relationship between Self-Efficacy in Academic Performance and Study Habits in Performance
Academic in Secondary School Students Mario Cartagena Beteta 92 Psychology with Mention in
Learning Problems at Ricardo Palma University, Lima - Peru

Baéz, J. and Báez, J.M. (1998). Study methods and techniques, manual for
students Madrid: Edinumen