1. Although many alternatives have already been developed through instructional technology in order to achieve more and more people, adult distance learners are still noticed as very likely to dropout distance education programs. Learning Strategies are individual mechanisms used to increase the effectiveness of learning processes (Warr & Allan, 1998). The taxonomy of learning strategies is composed by three big categories: Cognitive Strategies (repetition, organization and elaboration) Behavioral Strategies (seeking for interpersonal help, additional written material and practice) Self-Regulatory Strategies (emotion control, motivation control and comprehension control) Such procedures may be influenced by training programs, in which there is a need for learners to adapt to the specific type of knowledge, ability or attitude to learn (Zerbini & Abbad, 2005). Research on learning strategies may contribute deeply to the investigation about high dropout rates, providing organizations of work with valuable information to constantly improve development programs. Learning strategies in web-based training: a measurement scale validation ABSTRACT METHOD Instrument  Adapted from Zerbini (2003) - 19 items - Likert scale: 0 (never) – 10 (always)  Focused on cognitive and behavioral strategies; self-regulatory strategies were not included The aim of the present study was to validate a scale for measuring learning strategies used in distance educational programs. A questionnaire containing 19 items was applied in a sample of 692 participants of two web- based training programs. Factorial analysis indicated three valid and trustworthy factors: Seeking for interpersonal help (alpha de Cronbach=0,88), Practicing (alpha de Cronbach=0,76), and Looking for additional materials (alpha de Cronbach=0,78). Showing that learners engaged more frequently in cognitive strategies, the results point to the importance of adjusting educational procedures used in distance training to the participants’ needs, learning strategies, and preferences. Procedures  Participants received an electronic mail containing a link to the questionnaire  Data analysis took place with use of the software SPSS (Statistical Package for the Social Sciences)  Factorial Analysis: Principal Components; Principal Axis; Oblimin. The main results showed that learners engaged more frequently in cognitive strategies, such as fulfilling the exercises presented in the evaluated courses, rather than study in groups or look for other learner’s help. Such findings point to the importance of adjusting educational procedures used in distance training to the participants’ needs, learning strategies, and preferences. DISCUSSION Warr, P. & Allan, C. (1998). Learning strategies and ocupational training. Internation Review of Industrial and Organizational Psychology, 13, 83-121. Zerbini, T. (2003). Estratégias de Aprendizagem, Reações aos Procedimentos de um Curso via Internet, Reações ao Tutor e Impacto do Treinamento no Trabalho. Dissertação de Mestrado, Instituto de Psicologia, Universidade de Brasília, Brasília. Zerbini & Abbad (2005). Impacto de treinamento no trabalho via internet. RAE-eletronica, v.4, n.2, Art. 16, jul/dez 2005. RECOMMENDATIONS The valid scale presented in this study proved itself as very useful to detect the participants’ preferences when it comes to learning strategies, and therefore should be used in different contexts and distance courses. The data derived from these analyzes may provide the instructional system with feedback on design issues concerning the attempt to increase learners’ interactivity, and effective, active learning. REFERENCES RESULTS University of Brasília - Brazil Institute of Psychology Impacto: Research on Training and Organizations of Work Authors: Lidia Parachin Clara Cantal Gardênia Abbad André Wogel Vanessa Brixi Annelise Soares INTRODUCTION CONTEXTCONTEXT Source MSD Tecnologia Educacional (MSD Educational Technology): founded in 1993, develops multimedia products to education, training and entertainment. Programs Evaluated Program ‘Mediação e Arbitragem’ (MA): Required: 60h at distance; 40h at presence Participants: 544; Mean Age = 35 years (Sd=8.856) Program ‘Formação de Consultores’ (FC): Required: 60h at distance Participants: 148; Mean Age = 34 years (Sd=10.370) Total number of respondents: 692 PRONEX Fubra Items (main idea) Factorial Loadsh2h2 F1F2F3 Asking for participants’ help0,9250,790 Seeking for peers in order to study deeper0,8950,778 Helping peers0,7500,571 Studying in groups/pairs0,7240,523 Seeking for the tutor to get extra information0,5960,463 Seeking for the tutor to ask questions0,5010,351 Linking the content to practical experience0,8000,632 Seeking for situations to apply the content0,7590,610 Linking the content to previous knowledge0,7430,537 Reviewing the content about which I made more mistakes0,3090,215 Writing summaries0,8260,590 Taking notes0,7460,494 Drawing schematic diagrams/outlines0,6510,463 Reading out loud0,4980,310 Repeating mentally0,4260,251 Fulfilling the exercises0,4020,235 Seeking for extra sources of information0,3790,251 N673 Eigenvalue5,5322,0731,839 % Total Explained Variance47,434 No. of items64717 Cronbrach's Alpha (α)0,880,760,78 The most frequently used strategy was “Fulfilled the exercises presented in the evaluated courses”. (Mean=9,55, Sd=1,04) Table: Factorial Loads for the items The least used was “Studied in groups or in pairs”. (Mean= 4,25, Sd=3,51) The results of the factorial analyses are shown in the table: Factor 1Seeking for interpersonal helpCronbach’s Alpha=0,88 Factor 2PracticingCronbach’s Alpha=0,76 Factor 3Looking for additional materialsCronbach’s Alpha=0,78 The factorial analysis indicated three valid and trustworthy factors, as it was expected.