Instruments to identify and measure learning strategies used by students in distance and hybrid courses are very important, considering the expansion of e-learning. The objective was to adapt and verify the evidences of validity of an instrument of learning strategies in higher education institutions. Students of a private university in the state of São Paulo who were enroled in blended learning disciplines participated of this study, in person or remotely. Exploratory factor and internal consistency analisys were conducted. The scale has four factors: cognitive strategies (15 items, α=0.90), emotion control (4 items, α=0.77), self-regulatory strategies (7items, α= 0.86) and interpersonal help seeking (3 items, α=0.68). This structure differs empirically from those found in others studies with the scale. Future research should use it in different contexts and samples, especially in a 100% distance higher education course.
Distance education; Higher education institutions; Learning strategies