نوع مقاله : مقاله پژوهشی
نویسندگان
1 کارشناسی ارشد آموزش زبان انگلیسی، دانشگاه علم و صنعت ایران
2 استادیار گروه زبان های خارجی، دانشگاه علم و صنعت ایران، تهران، ایران
چکیده
این مطالعه با هدف تعیین سبکها و استراتژیهای استفاده شده توسط دانشجویان کارشناسی ارشد رشته آموزش انگلیسی به عنوان زبان خارجی انجام شد. این مطالعه همچنین رابطه بین سبکهای یادگیری، استراتژیهای یادگیری و پیشرفت یادگیری دانشجویان را بررسی کرد. شرکتکنندگان در این مطالعه87 دانشجوی کارشناسی ارشد آنلاین در دانشگاه علم و صنعت ایران بودند. ابزارهای مورد استفاده در این تحقیق، پرسشنامه نظرسنجی سبک یادگیری، پرسشنامه استراتژیهای یادگیری و میانگین نمرات دانشجویان تحصیلات تکمیلی بود. نتایج مطالعه نشان داد که بیشترین سبک یادگیری مربوط به سبکهای سنتزی، مستقل از میدان، بستهگرا، تصادفی-شهودی و دیداری بوده است، در حالی که کمترین ترجیحات سبک مربوط به وابسته به میدان، شنیداری، لمسی/حرکتی و باز بوده است. بیشترین تمایل دانشجویان آنلاین مربوط به مدیریت احتمالات بوده است، در حالی که کمترین تمایل آنها مربوط به استفاده از حواس فیزیکی بوده است. با درنظرگرفتن استراتژی های یادگیری، استراتژیهای تعیین هدف بالاترین میانگین را کسب کردند، در حالی که استراتژی های وظیفه کمترین میانگین را به دست آوردند. نتایج رگرسیون لجستیک نشان داد که افراد با موفقیت بالا بیشتر در سبکهای یادگیری دیداری، لمسی، فراگیر، بسته و باز گروهبندی میشوند. با این حال، از نظر استفاده از استراتژی یادگیری، تفاوتی بین دانشجویان با موفقیت بالا و پایین وجود نداشت. به مدرسان آنلاین توصیه میشود که به سبکها و استراتژیهای دانشجویان آنلاین توجه کنند و سعی کنند کتابها و روشهای مناسب را بر اساس سبکها و استراتژیهای آنان انتخاب کنند.
کلیدواژه‌ها
- راهبردهای یادگیری
- سبک های یادگیری
- دستاورد یادگیری
- یادگیری الکترونیکی
- دانشچویان کارشناسی ارشد رشته آموزش انگلیسی بعنوان زبان خارجی
موضوعات
Akdemir, O., & Koszalkab, T. A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50(4), 1451–1461. https://doi.org/10.1016/j.compedu.2007.01.004
Allen, E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report. Babson College, Babson Survey Research Group.
Barcroft, J. (2009). Strategies and performance in intentional L2 vocabulary learning. Language Awareness, 18(1), 74-89. https://doi.org//10.1080/09658410802557535
Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6. https://doi.org/10.1016/j.iheduc.2008.10.005
Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. Open and Distance Learning, 9(2), 1-11. https://doi.org/10.19173/irrodl.v9i2.516
Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. Open and Distance Learning, 11(1), 61-78. /https://doi.org/10.19173/irrodl.v11i1.769
Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Educational Psychology, 79(4), 474–482. https://doi.org/10.1037/0022-0663.79.4.474
Cohen, A. D., Oxford, R. L., & Chi, J. C. (2009). Learning style survey: Assessing your own learning styles. In B. Kappler Mikk, A. D. Cohen, R. M. Paige, J. C. Chi, J. P. Lassegard, M. Maegher, & S. J. Weaver (Eds.), Maximizing study abroad: An instructional guide to strategies for language and culture learning and use (pp. 153-161). CARLA.
Curry, L. (1983). An organization of learning styles theory and constructs. Educational Research Information Centre (ERIC).
Dorça, F. A., Lima, L. V., Fernandes, M. A., & Lopes, C. R. (2013). Comparing strategies for modeling students’ learning styles through reinforcement learning in adaptive and intelligent educational systems. Expert Systems with Applications, 40(6), 2092-2101. https://doi.org/10.1016/j.eswa.2012.10.014
Doulik, P., Skoda, J., & Šimonová, I. (2017). Learning styles in the e-learning environment: The approaches and research on longitudinal changes. International Journal of Distance Education Technologies, 15(2), 45-61. https://doi.org/10.4018/IJDET.2017040104
Ehrman, M. E., & Leaver, B. L. (2003). Cognitive styles in the service of language learning. System, 31(3), 393–415. https://doi.org/10.1016/S0346-251X(03)00050-2
Ehrman, E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313–330. https://doi.org/10.1016/S0346-251X(03)00045-9
El‑Sabagh, H. A. (2021). Adaptive e‑learning environment based on learning styles and its impact on development students’ engagement. International Journal of Educational Technology in Higher Education, 18, 1-24. https://doi.org/10.1186/s41239-021-00289-4
Felder, R. M., & Silverman, L. K. (1988). Learning styles and teaching styles in engineering education. Engineering Education, 78, 674–681.
Felder, R. M., & Soloman, B. A. (1997). Index of learning styles questionnaire. North Carolina State University.
Felix, U. (2001). A multivariate analysis of students’ experience of web-based learning. Australian Journal of Educational Technology, 17(1), 21–36. https://doi.org/10.14742/ajet.1770
Ford, N., & Chen, S. Y. (2000). Individual differences, hypermedia navigation and learning: An empirical study. Journal of Educational Multimedia and Hypermedia, 9(4), 281-311.
Friedman, J. (2016). Examine the benefits, drawbacks of online learning for introverts. U.S. News and World Report.
Furnham, A., Monsen, J., & Ahmetoglu, G. (2009). Typical intellectual engagement, big five personality traits, approaches to learning and cognitive ability predictors of academic performance. British Journal of Educational Psychology, 79, 769–782. https://doi.org/10.1348/978185409X412147
Fuster, B. (2017). Pick an online program as an introvert, extravert. U.S. News and World Report.
Gadzella, B. M., Ginther, D. W., & Bryant, G. W. (1997). Prediction of performance in an academic course by scores on measures of learning style and critical thinking. Psychological Reports, 81(2), 595–602.
García, P., Amandi, A., Schiaffino, S., & Campo, M. (2007). Evaluating Bayesian networks’ precision for detecting students’ learning styles. Computers & Education, 49(3), 794-808. https://doi.org/10.1016/j.compedu.2005.11.017
George, G., & Lal, A. M. (2019). Review of ontology-based recommender systems in e-learning. Computers & Education, 142, 1-18. https://doi.org/10.1016/j.compedu.2019.103642
Goda, Y., Yamada, M., Kato, H., Matsuda, T., Saito, Y., & Miyagawa, H. (2015). Procrastination and other learning behavioral types in e-learning and their relationship with learning outcomes. Learning and Individual Differences, 37, 72-80. http://dx.doi.org/10.1016/j.lindif.2014.11.001
Gökçearslan, S., & Alper, A. (2015). The effect of locus of control on learners' sense of community and academic success in the context of online learning communities. Internet and Higher Education, 27, 64- 73. http://doi.org/10.1016/j.iheduc.2015.06.003
Goldstein, J. (1998). The case for learning styles. Training and Development, 52(9), 36-37.
Graf, S., & Kinshuk, J. (2006). Considering learning styles in learning management systems: Investigating the behavior of students in an online course. Proceedings of the First IEEE International Workshop on Semantic Media Adaptation and Personalization (SMAP06), 25-30, Atens, Greek. https://doi.org/10.1109/SMAP.2006.13
Graf, S., Viola, S. R., Leo, T., & Kinshuk, J. (2007). In-depth analysis of the Felder-Silverman learning style dimensions. Journal of Research on Technology in Education, 40(1), 79-93. https://doi.org/10.1080/15391523.2007.10782498
Gregorc, A. (1982). ORGANON: An adult’s guide to style. Gregorc Associates Inc.
Honey, P., & Mumford, A. (1986). Using your learning styles. Peter Honey Publications.
Honey, P., & Mumford, A. (1992). The manual of learning styles. Peter Honey Publications.
Hsu, L. (2015). An empirical examination of EFL learners’ perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881-900. https://doi.org/10.1080/09588221.2015.1069747
Huang, E. Y., Lin, W. S., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? Computers & Education, 58, 338–349. https://doi.org/10.1016/j.compedu.2011.08.003
Işık, N. (2019). Learning styles of students and their attitude toward computer assisted language learning. International E-Journal of Advances in Education, 14, 238-249. https://doi.org/10.18768/IJAEDU.593479
Jackson, C., Baguma, P., & Furnham, A. (2009). Predicting grade point average from the hybrid model of learning in personality: Consistent findings from Ugandan and Australian students. Educational Psychology, 29(7), 747–759. https://doi.org/10.1080/01443410903254583
Jung, C. G. (1990). Psychological types. Bollingen.
Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1-13. https://doi.org/10.3402/rlt.v23.26507
Kerr, M. S., Rynearson, K., & Kerr, M. (2006). Student characteristics for online learning success. The Internet and Higher Education, 9, 91-105. https://doi.org/10.1016/J.IHEDUC.2006.03.002
Kim. (2001). Implications of user characteristics in information seeking on the World Wide Web. International Journal of Human-Computer Interaction, 13(3), 323–340. https://doi.org/10.1207/S15327590IJHC1303_3
Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Kuljis, J., & Liu, F. (2005). A comparison of learning style theories on the suitability for e-learning. In M. H. Hamza (Ed.), Web technologies, applications, and services (pp. 191-197). ACTA Press.
Kuo, Y.-C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50. http://dx.doi.org/10.1016/j.iheduc.2013.10.001
Kurilovas, E., & Juskeviciene, A. (2015). Creation of Web 2.0 tools ontology to improve learning. Computers in Human Behavior, 51, 1380–1386. https://doi.org/10.1016/j.chb.2014.10.026
Lai, Y. C. (2009). Language learning strategy use and English proficiency of university freshmen in Taiwan. TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 43(2), 255-280. https://doi.org/10.1007/s40299-014-0200-7
Lee, R. (2006). Effective learning outcomes of ESL elementary and secondary school students utilizing educational technology infused with constructivist pedagogy. International Journal of Instructional Media, 33(1), 87-94.
Lin, C. F., Yeh, Y., Zhung, Y. H., & Zheng, R. I. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education,113, 75-85. https://doi.org/10.1016/j.compedu.2017.05.014
Liu, X. J., Magjuka, R. J., & Lee, S. H. (2008). The effects of cognitive thinking styles, trust, conflict management on online students’ learning and virtual team performance. British Journal of Educational Technology, 39(5), 829–846. https://doi.org/10.1111/j.1467-8535.2007.00775.x
Liu, M., & Reed, W. M. (1994). The relationship between the learning strategies and learning style in a hypermedia environment. Computers in Human Behavior, 10(4), 419–434. https://doi.org/10.1016/0747-5632(94)90038-8
Lumsdaine, M., & Lumsdaine, E. (1993). Thinking preferences of engineering students: Implications for curriculum restructuring. Journal of Engineering, 84(2), 193-204. https://doi.org/10.1002/j.2168-9830.1995.tb00166.x
Mezei, G. (2008). Motivation and self-regulated learning: A case study of a pre-intermediate and an upper-intermediate adult student. Working Papers in Language Pedagogy, 2, 79-104.
O’Donnell, A. M., & Kelly, A. E. (2001). The effects of prior knowledge and goal strength on the use of hypertext. Journal of Educational Multimedia and Hypermedia, 10(1), 3–25.
Pala, K. F., & Erdem, M. (2020). Development of a participation style scale for online instructional discussions. Education Tech Research Dev, 68, 3213-3233. https://doi.org/10.1007/s11423-020-09817-x
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Phoha, V. V. (1999). Can a course be taught entirely via e-mail? Communications of the ACM, 42(9), 29–30.
Popescu, E. (2010). Adaptation provisioning with respect to learning styles in a Web-based educational system. Journal of Computer Assisted Learning, 26, 243–257. https://doi.org/10.1111/j.1365-2729.2010.00364.x
Reichelt, M., Kämmerer, F., Niegemann, H. M., & Zander, S. (2014). Talk to me personally: Personalization of language style in computer-based learning, Computers in Human Behavior, 35, 199–10. https://doi.org/10.1016/j.chb.2014.03.005
Riding, R. J. (1991). Cognitive styles analysis. Learning and Training Technology.
Riding, R., & Rayner, S. (1998). Cognitive style and learning strategies. David Fulton Publishers.
Ryan, E., & Poole, C. (2019). Impact of virtual learning environment on students’ satisfaction, engagement, recall, and retention. Journal of Medical Imagine and Radiation Science, 50(3), 408-415. https://doi.org/10.1016/j.jmir.2019.04.005
Sahragard, R., Khajavi, Y., & Abbasian, R. (2016). Field of study, learning styles, and language learning strategies of university students: Are there any relations? Innovation in Language Learning and Teaching, 10(3), 255-271. https://doi.org/10.1080/17501229.2014.976225
Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated Learning: Theory, research, and applications. Taylor & Francis Group. https://doi.org/10.4324/9780203831076
Shaw, R. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education, 58, 111-120. http://dx.doi.org/10.1016/j.compedu.2011.08.013
Shih, C., Gamon, J., & Emeritus, P. (2001). Web-based learning: Relationships among student’s motivation, attitude, learning styles and achievement. Journal of Agricultural Education, 42, 12-20. https://doi.org/10.5032/JAE.2001.04012
Soflano, M., Connolly, T. M., & Hainey, T. (2015). An application of adaptive games-based learning based on learning style to teach SQL. Computers & Education, 86(8), 192-211. https://doi.org/10.1016/j.compedu.2015.03.015
Truong, H. M. (2016). Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities. Computers in Human Behavior 55, 1185–1193. https://doi.org/10.1016/j.chb.2015.02.014
Tsuda, A., & Nakata, Y. (2013). Exploring self-regulation in language learning: A study of Japanese high school EFL students. Innovation in Language Learning and Teaching, 7(1), 72-88. https://doi.org/10.1080/17501229.2012.686500
Tucker, S. Y. (2000). Assessing the effectiveness of distance education versus traditional on-campus education. Annual Meeting of the American Educational Research Association, New Orleans, LA.
Uysal, M. P., & Yalın, H. İ. (2012). The effects of instructional software designed in accordance with instructional transaction theory on achievements of students. International Journal of Human Sciences, 9(1),185–204. Retrieved from https://j-humansciences.com/ojs/index.php/IJHS/article/view/2071
Vandergrift, L. (2005). Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics, 26(1),70-89. https://doi.org/10.1093/applin/amh039
Zapalska, A., & Brozik, D. (2006). Learning styles and online education. Campus-Wide Information Systems, 23(5), 325-335. http://dx.doi.org/10.1108/10650740610714080
Zhang, D., Zhou, L., Briggs, R. O., & Nunamaker, J. F. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information and Management, 43, 15-27. https://doi.org/10.1016/j.im.2005.01.004
Zhao, Y., Lei, J., Yan, B., Lai, C., & Tan, H. S. (2005). What makes the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8), 1836-884. https://psycnet.apa.org/doi/10.1111/j.1467-9620.2005.00544.x
)