Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

Safari, Ehsan; Hejazi, Masoud

doi:10.5901/mjss.2017.v8n1p463

Cited by 5 publications

(7 citation statements)

References 11 publications

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“…Los Estilos de Aprendizaje han sido identificados como fuentes relevantes de información para el desarrollo de conocimientos metacognitivos (Safari y Hejazi, 2017), en tanto éstos se relacionan con el desarrollo de habilidades para el aprendizaje autorregulado y autónomo, Versión en línea. Artículo/Article el cual, a su vez, ha sido identificado como un fuerte predictor para el éxito de los procesos de aprendizaje (Veenman et al, 2006).…”

Section: Metacognición Y Aprendizaje Autorreguladounclassified

Estilos de aprendizaje de estudiantes de la cohorte de ingreso 2017 de la Facultad de Odontología de la Universidad de Chile y su relación con indicadores socioeducativos

Puente

Quiroz

2019

REIDU

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El sistema escolar chileno adolece de un problema de segregación socioeconómica y académica, que determina que estudiantes de contextos vulnerables presenten dificultades para el éxito académico por la brecha entre conocimientos y habilidades desarrolladas en la educación escolar y las requeridas en educación superior. El apoyo metacognitivo es efectivo en abordar esta problemática, donde el enfoque de estilos de aprendizaje entrega información relevante. Esta investigación planteó caracterizar los Estilos de Aprendizaje de estudiantes ingresantes en 2017 a la carrera de Odontología de la Universidad de Chile, mediante la aplicación del Cuestionario de Honey y Alonso (CHAEA) y evaluar su relación con indicadores socioeducativos (región de procedencia, vía de ingreso, promedio de notas de enseñanza media y dependencia del establecimiento escolar). Se caracterizó una muestra de 66 participantes, mostrándose predominancia del estilo de aprendizaje reflexivo (62,8%). No se hallaron relaciones estadísticamente significativas entre estilos de aprendizaje y los indicadores socioeducativos evaluados.

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Section: Metacognición Y Aprendizaje Autorreguladounclassified

Estilos de aprendizaje de estudiantes de la cohorte de ingreso 2017 de la Facultad de Odontología de la Universidad de Chile y su relación con indicadores socioeducativos

Puente

Quiroz

2019

REIDU

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“…In general, the activities in the learning processes are considered as mediators between students, contexts, and achievement within SRL strategies (Pintrich, 2004). Safari and Hejazi (2017) argued that self-regulated learners can get advantage of their own learning because they know how to apply the acceptable actions in order to reach the goals. In the educational context; SRL strategies are seen in the dimensions of self-evaluation, organization, and transformation; goal setting and planning; seeking information, keeping records, and monitoring; environment structuring; self-consequences; rehearsing and memorizing; seeking social assistance; and reviewing records are used (Pintrich and DeGroot, 1990;Schunk and Zimmerman, 1998;Zimmerman, 2002;Zimmerman and Martinez-Pons, 1990).…”

Section: Self-regulation In Programmingmentioning

confidence: 99%

“…For instance, Alharbi et al (2011) reported that some of the students in computer science programs are not aware of their SRL, and that they do not know how to apply SRL strategies in the learning process. Some other studies indicated that students with different learning styles prefer to use different SRL strategies (Shannon, 2008) and stating a relationship between SRL and learning styles may promote learning on the part of students (Safari and Hejazi, 2017). It can be considered that in the process of learning programming, students with different learning styles may follow or develop different self-regulation strategies.…”

Section: Learning Styles In Programmingmentioning

confidence: 99%

“…For instance, the study by Kumar et al (2005) indicates that programmers who received self-regulated-based treatment outperformed those who did not. Safari and Hejazi (2017) examined the relationship between the Kolb learning styles -converging, diverging, assimilating, and accommodating-with the participants' self-regulation skills. The results showed a positive relationship between each learning styles and self-regulation skills.…”

Section: Sensing / Intuitivementioning

confidence: 99%

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Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Hadwen-Bennett

Sentance

Morrison

2018

IJCSES

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Programming can be challenging to learn and for visually impaired (VI) learners there are numerous additional barriers to the learning process. Many modern programming environments are inaccessible to VI learners, being difficult or impossible to interface with using a screen reader. A review of the literature has identified a number of strategies that have been employed in the quest to make learning to program accessible to VI learners. These can be broadly divided into the following categories; auditory and haptic feedback, making text-based langauges (TBLs) accessible, making block-based languages (BBLs) accessible and physical artefacts.A common theme among the literature is the difficulty VI learners have in gaining an understanding of the overall structure of their code. Much of the research carried out in this space to date focuses on the evaluation of interventions aimed at VI high-school and undergraduate students, with limited attention given to the learning processes of VI learners. Additionally, the majority of the research deals with (TBLs), this is despite the fact that most introductory programming courses for primary learners use (BBLs). Therefore, further research is urgently needed to investigate potential strategies for introducing VI children in primary education to programming and the learning processes involved.

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“…These transitions also show that a single modal representation cannot be sufficient to represent some information or situations (Lemke, 1998). Also, the positive changes in the learning of students who prefer a method suitable for different learning styles (Safari & Hejazi, 2017) feature a detailed examination of the representation types used in coding teaching. The literature review has not yielded any positive result regarding which representations should be used in each step of the coding teaching process (Skiena, 2020).…”

Section: Introductionmentioning

confidence: 99%

Examination of the Transitions between Modal Representations in Coding Training

Abdüsselam

Güntepe

2021

IJCSES

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This study aims to determine the perceptions of undergraduates, who are receiving coding training in a faculty of education, on modal representations employed in the training process and identify their transition skills between representations. The research used the quantity search method, non-experimental design, and descriptive search models, calculating the obtained data frequencies by numerical analysis. The study was carried out with the participation of 58 undergraduates in the Computer and Instructional Technology Department of an education faculty in the 2018-2019 academic year. The representational skill-testing used in the study consists of 12 open-ended questions developed by the researchers. The reliability of the test was calculated as .96 with the Pearson product-moment correlation coefficient value. Transitions between the representation of mathematics, verbal, flowchart, and code were rankly listed in the test, which was applied in a single session. The obtained data were scored with a grading key and undergraduate achievement was assessed according to the transition between representations. The analysis has revealed that representation transition skills may differ from each other and that coding training, which takes into account these transition skills, should be carried out with flow chart, verbal, mathematical and ultimately code representations, respectively.

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Learning Styles and Self-regulation: An Associational Study on High School Students in Iran

Abstract: Self

Cited by 5 publications

References 11 publications

Estilos de aprendizaje de estudiantes de la cohorte de ingreso 2017 de la Facultad de Odontología de la Universidad de Chile y su relación con indicadores socioeducativos

Estilos de aprendizaje de estudiantes de la cohorte de ingreso 2017 de la Facultad de Odontología de la Universidad de Chile y su relación con indicadores socioeducativos

Making Programming Accessible to Learners with Visual Impairments: A Literature Review

Examination of the Transitions between Modal Representations in Coding Training

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