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The primary objective of this study is to analyze the learning strategies students use and to explore the possible differences among those strategies, depending on the course being taking. The Cuestionario de Técnicas de Estudio (Study Techniques Questionnaire) designed by Herrera and Gallardo (2006) was used to collect the information. The results indicate, in general, that it is necessary to analyze not only students' cognitive, metacognitive and resource regulation strategies, but also the teaching strategies and methods used by professors, if university students are to display sufficient academic maturity to ensure the necessary independence in study and learning. This situation should trigger an adequate response from university authorities to improve the effective involvement of students and teachers in the European Space for Higher Education (ESHE). [ABSTRACT FROM AUTHOR]

This article analyses the effect of the implementation of an educational intervention program based on digital learning objects for music in first year compulsory secondary education students, versus teaching focused on non-digital resources, such as textbooks. A pre-test, post-test, quasi-experimental study was performed with two comparison groups. The results confirm higher academic-disciplinary achievement as a result of the intervention program implemented within the experimental group as compared to the control group. The effects of this program on the transfer of learning are also confirmed. [ABSTRACT FROM PUBLISHER]