Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses

Ross, Jonathan L.; Drysdale, Maureen T. B.; Schulz, Robert A.

doi:10.1080/08886504.2001.10782324

Cited by 45 publications

(51 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Bazı çalışmalarda akademik başarı ve öğrenme stilleri arasında ilişki bulunmasına karşın (Atkinson, 1998;Avsec ve Szewczyk-Zakrzewska, 2017;Freiberg-Hoffmann, Stover ve Donis, 2017;Hernández-Torrano, Ali ve Chan, 2017;Ross, Drysdale ve Schulz, 2001;Sapancı, 2014;Yılmazel, Büyükkayacı Duman ve Başçı, 2015), bu çalışmada akademik başarının incelenmesinin amacı hangi öğrenme stilinin ya da bilişsel stilin daha işe yarar olduğunu ortaya koymak değil, daha çok öğreten ve öğrenen arasındaki ilişki ile ilgili öngörüde bulunmaktır. Literatürde öğrenme stilleri dikkate alınarak hazırlanan programlarda (Birrell vd., 1985;Burns vd., 1998;Fan vd., 2015;Gökalp, 2013;Hein ve Budny, 2000;Horton ve Oakland, 1997;Komarraju vd., 2011;Özgen ve Alkan, 2014;Reynolds ve Gerstein, 1992;Uzuntiryaki, 2007;Yazıcılar ve Güven, 2009), daha yüksek akademik başarın elde edildiği belirtilmektedir.…”

Section: Discussionunclassified

The Analysis of Sports High School Students’ Learning Styles in Terms of Overall Academic Success

Alemdağ

Özkara

2018

View full text Add to dashboard Cite

Section: Discussionunclassified

The Analysis of Sports High School Students’ Learning Styles in Terms of Overall Academic Success

Alemdağ

Özkara

2018

View full text Add to dashboard Cite

“…Dado que el estilo de aprendizaje puede influir en el tipo de experiencias de aprendizaje con las que el alumnado está más cómodo (i.e. Ross, Drysdale, y Schulz, 2001), también planteamos que los estilos de aprendizaje experimentación activa y experiencia concreta correlacionarán de forma directa con la percepción de justicia y la valoración del método de evaluación del aprendizaje basado en problemas como adecuado para el desarrollo de competencias, mientras que los estilos conceptualización abstracta y observación reflexiva lo harán con el método de evaluación mediante examen (H7).…”

Section: Contextounclassified

Evaluación del aprendizaje basado en problemas y examen final: diferencias en la percepción de justicia y el desarrollo de competencias - [Problem-based learning assessment and final examination: differences in the perception of justice and the competencies development]

Pérez¹,

Ramos-Villagrasa²,

Izquierdo³

2017

La Innovación Docente Como Misión Del Profesorado : Congreso Internacional Sobre Aprendizaje, Innovación Y Competitividad

View full text Add to dashboard Cite

Evaluación del aprendizaje basado en problemas y examen final: diferencias en la percepción de justicia y el desarrollo de competencias Problem-based learning assessment and final examination: differences in the perception of justice and the competencies development Resumen-El examen es uno de los métodos de evaluación mayoritariamente utilizados en el contexto universitario. No obstante, su conexión con la capacidad para el afrontamiento y resolución de los problemas significativos de la vida profesional futura del alumnado ha sido cuestionada, y la evaluación del aprendizaje basado en problemas cobra cada vez más relevancia como alternativa al examen. Esta evaluación se centra en situaciones de aprendizaje de la vida real y puede suponer un beneficio tanto para el alumnado como para el marco de enseñanza actual, que demanda procesos de evaluación justos y que permitan al alumnado el desarrollo de competencias útiles para su desempeño laboral futuro. Con el objetivo de comprobar si la evaluación del aprendizaje basado en problemas supone una mejora de la percepción de justicia procedimental y la percepción del desarrollo de competencias del alumnado, 44 estudiantes universitarios fueron evaluados mediante ambos métodos y posteriormente cumplimentaron un cuestionario para su comparación. Los resultados pusieron de manifiesto los beneficios de la evaluación del aprendizaje basado en problemas. Palabras clave: evaluación, justicia, competenciasAbstract-The final examination is one of the assessment methods mostly used in the university context. However, their relatedness with the ability for coping and resolving significant problems of the future professional life of the students have been questioned, and problembased learning assessment becomes increasingly relevant as an alternative to exam. This assessment is focused on real-life learning situations and may involve a benefit to both students and the current educational framework, which requires fair evaluation processes that allow students to develop useful competencies for their future work performance. In order to test if the problem-based learning system implies an improvement in the perception of procedural justice and in the perception of students' development of competences, 44 university students were evaluated by means of both methods and then completed a questionnaire to compare them. The results highlighted the benefits of the problem-based learning assessment.

show abstract

“…At the individual level, a group of psychologists examined how student's cognitive style, anxiety, and loneliness influenced academic success (McKenzie & Schweitzer, 2001;Ross, Drysdale, & Schulz, 2001).…”

Section: Factors Investigated In Previous Studiesmentioning

confidence: 99%

Academic Success Factors: An IT Student Perspective

Zhang

Aasheim

2011

JITE:Research

View full text Add to dashboard Cite

Executive SummaryNumerous studies have identified causal factors for academic success. Factors vary from personal factors, such as cognitive style (McKenzie & Schweitzer, 2001), to social factors, such as culture differences (Aysan, Tanrıöğen, & Tanrıöğen, 1996). However, in these studies it is researchers who theorized the causal dimensions and hypothesized the causal factors. Students were passive objects used to test the theories or to validate the hypotheses. Each researcher may have developed his or her own scheme of causal structure. These structures are not necessarily identical among researchers nor are they the same as those of students. This study has two objectives. The first is to combine the factors that contribute to academic success that have been identified in the literature and to unify them under a single framework. This is achieved by reviewing the existing literature on academic success and on categorization of academic success factors in order to develop the framework.The second objective is to add the IT student perspective to the framework. That is to find out what factors are perceived by students as relevant to their academic success and to determine which are the most important. To this end, two surveys were administered to IT students. In the first survey, students identified causal factors related to their own academic success. In the second survey, students ranked factors according to importance. Students did not list any factors that had been previously presented in research. However, they did identify them at a more detailed level (for example, literature might look at effort as a factor, where students listed several activities that involve effort). However, students did not list some factors as important to their success that had been previously identified in the literature, most notably intelligence.The detailed results for the two surveys are presented and discussed. Recommendations are made for institutions and faculty based on the results obtained.

show abstract

Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses

Cited by 45 publications

References 8 publications

The Analysis of Sports High School Students’ Learning Styles in Terms of Overall Academic Success

The Analysis of Sports High School Students’ Learning Styles in Terms of Overall Academic Success

Evaluación del aprendizaje basado en problemas y examen final: diferencias en la percepción de justicia y el desarrollo de competencias - [Problem-based learning assessment and final examination: differences in the perception of justice and the competencies development]

Academic Success Factors: An IT Student Perspective

Contact Info

Product

Resources

About