This article explores the topic of learning strategies and review research on the learning of undergraduate students of several courses. Particularly, it is focused the individual learning practices, the ubiquitous law of practice, learning strategies, the surface-deep learning dimensions and the influence of learning assessment on individual practice. The study concludes that undergraduate students tend to use surface approaches which are inefficient in terms of both quality and quantity. These tend to be influenced by the teachers' practices as well as the curriculum dynamics that orients the pedagogic action of undergraduate courses. To overcome this, it is necessary to set up a new culture of teaching and learning which takes into account the ways in which experts learn.
expertise; metacognition; self-regulation; learning assessment