The Learning Styles of undergraduate students in International Relations according to the Alonso, Gallego e Honey Model

Igor Magri de Queiroz, Ana Flávia Granja e Barros


To achieve better results at the end of an academic course, learning processes may be assessed regarding different learning styles. Students are key players in the learning process because of their individual profile, not only an homogeneous group ready to receive knowledge. Applying the Alonso, Gallego and Honey (2007) model to an University of Brasilia undergraduate IR classroom, we found that plural methodology should be encouraged in the near future.


Case Study, International Relations Teaching, Learning Styles, Plural Methodology


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ISSN 1518-1219

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