This paper is the result of four years of research. During 2007-2009, we developed the Project Learning at College and University. Representations, Processes, Strategies and Factors Involved. The first cohort was made up of students and professors from the Educational Sciences, Political Sciences and Social Work courses of studies, which are taught at UNCuyo (Universidad Nacional de Cuyo), and from the Pedagogy course of study, taught at the UFRJ (Universidad Federal de Río de Janeiro). In the Project Learning at College and University. Representations, Processes, Strategies and Factors Involved (2009-2011), we moved forward with a second cohort and analyzed the same institutions, courses of studies and aspects, in order to enrich the treatment of variables and draw conclusions on a more solid basis, keeping at the same time their pertinence and applicability. The results allow keeping two of the central hypotheses: that there are differences in the learning conceptualization of students and professors, and that the main differences between students with/without learning difficulties are in the processes and strategies they use.
learning; university; representations; strategies; processes; personal and context factors
