Abstract
The present paper aims to investigate cognitive and metacognitive strategies in relation to learning patterns in students in higher education. The article proposes the analysis of the learning patterns of students in regular universities. The research was based on a qualitative strategy. Photovoice and interpretative phenomenological analysis were blended to support the process of data collection and analysis. The research results indicate the presence of four learning patterns, following the model of Vermunt with slight nuances. A discussion of the learning patterns, cognitive and metacognitive strategies is provided. Differences among learning contexts and persons were revealed. The article concludes by recommending teaching strategies to regulate negative learning patterns and proposes further research subjects.
Key words: academic learning, cognitive processing, higher education, metacognitive regulation, self-regulated learning