Mokymosi universitete strategijos - praktika ir problemos
Learning strategies in universities–practice and issues at focus

Summary/Abstract: Change in a contemporary world is overarching. It is reflected by interaction between increasing requirements for the level of competencies, which is initiated by changes in science and technologies, and the increasing number of learning opportunities. This interaction initiates development of a learning society and changes of the dominant paradigms. University, as a part of educational systems undergoes a phase of intensive development, as many of the required competencies could be achieved mainly in the context of higher education. In an interaction of the contexts of expansion of university and the paradigm of lifelong learning the problem – In what way can learning of students be improved and prerequisites for lifelong learning can be created in university studies – of this paper is analyzed. Learning to learn is one of the crucial themes in analyzing successful learning throughout the individual’s lifetime, as learning, even if it socially constructed, nevertheless remains essentially an individual activity [10]. Therefore, answering the problem question, the aim of this paper is to analyze the ways of improving learning of students at the level of individual with an emphasis on metacognitive learning strategies enables identifying the opportunities of creating prerequisites for lifelong learning in university studies. Results of (qualitative research: for interviews questions-guidelines were used) research are presented. The research was carried out in 2003–2004. 25 students participated. The purpose of this research stage was to identify: • What were the aims of students that encouraged them to join university studies. • What metacognitive strategies of planning, monitoring (which in its own turn includes a number of learning strategies), and evaluation do students apply.

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