Estilos de aprendizaje y tolerancia a la ambigüedad de los estudiantes universitariosdiagnóstico y reflexiones ante el EEES.

Abstract

Convergence due to the Bologna process promotes a pedagogy based upon three bases. The first one is related with teaching staff. Teachers become managers of learning contexts. The second, is refers to students, who should be active participants in the learning process and work in a more autonomous way. The third one is derived from the two previous, and implies the use of a more active pedagogy, including working in teams. This new approach requires from both, students and teachers, an increased effort, and assumes that students present certain personal characteristics key for success. The present paper explores, for a BA students sample some of those characteristics, including learning styles and tolerance to ambiguity, reflecting on its impact on pedagogic innovation.