TRANSFORMATION OF LEARNING STYLES IN HIGHER EDUCATION: THREE EDUCATIONAL PROGRAMS AT UAEMÉX

Abstract

performance at the higher-education level. This study examines how teaching practices relate to student learning across three academic programs offered in both on-campus and distance modalities. The study was based on a quantitative approach, with a non-experimental cross-sectional design and a descriptive-correlational scope. This design facilitated the analysis of differences between groups according to their modality. The sample consisted of 187 students, who were given the CHAEA test. The results showed the predominance of a specific learning style according to the educational program and modality. These findings challenge the assumption that the modality of study is associated with learning style, motivations, and limitations that influence the way of learning. The study also identifies links among learning styles, the prevailing educational model, and the role of the teacher in the teaching–learning process.