Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course

Çakıroğlu, Ünal

doi:10.19173/irrodl.v15i4.1840

Cited by 50 publications

(34 citation statements)

References 34 publications

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“…This means that there is a strong relationship between the learning style and study habit of BSN students in Al Jabal Al Gharbi University in Gharyan, Libya. The finding is similar to a study conducted [47] that significant relationships between learning styles, study habits, and learning performances were revealed. Another study that coincide with our finding [48] that the result showed learning styles were found to be significantly correlated to study habits at which learning style is important predictors of a study habit.…”

Section: Discussionsupporting

confidence: 90%

Analyzing the learning style and study habit of students in the faculty of nursing of Al Jabal Al Gharbi University, Gharyan, Libya

Kiblasan

Abufayed

Sehari

et al. 2016

Clinical Nursing Studies

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Through learning, everyone becomes educated but learners should have a style to learn and possess a habit that match how they study. These two variables are vital as guide for educators or mentors to come up with such methodology or strategy in promoting quality and effective teaching-learning environment. With this, it is the purpose of this study to investigate the learning style and study habit of students in the Faculty of Nursing, Al Jabal Al Gharbi University, Gharyan, Libya according to their gender, year level and age group. A mixed methods of research was used and the data gathering tool used to assess variables consisted of the Visual, Auditory and Kinaesthetic (VAK) Learning Style Inventory (LSI) and the Study Habit Inventory utilizing the study attitude inventory (SAI) with four scales known as Motivation, Study Method, Exam Technique and Lack of Distraction. A descriptive design was employed to determine the learning style and study habit of Bachelor of Science in nursing (BSN) students. Generally, BSN students found to be visual learners and have the motivation as the most scaled study habit. Furthermore, differences on learning style and study habit according to demographic profile vary. Indeed, There is a strong relationship between the learning style and study habit among BSN students of

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Section: Discussionsupporting

confidence: 90%

Analyzing the learning style and study habit of students in the faculty of nursing of Al Jabal Al Gharbi University, Gharyan, Libya

Kiblasan

Abufayed

Sehari

et al. 2016

Clinical Nursing Studies

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“…For instance, adaptive learning has been interchangeably used by Yang, Hwang and Yang (2013) in their study that focused on the development of adaptive learning by considering students' preferences (Dwivedi and Bharadwaj, 2013) and characteristics, including learning styles (Çakıroğlu, 2014;Klašnja-Milićević, Vesin, Ivanović and Budimac, 2011) and cognitive styles (Lo, Chan and Yeh, 2012) which concluded to be effective. Wang and Liao (2011) defined adaptive learning as a developed system (Lu, Chang, Kinshuk, Huang and Chen, 2014) to accommodate a variety of individual differences (Scheiter et al, 2019;Wang & Liao, 2011) such as gender, learning motivation, cognitive type, and learning style to determine optimal adaptive learning experience that accommodates a variety of individual differences (Afini Normadhi et al, 2019) to remove barriers of time and location.…”

Section: Adaptive Learningmentioning

confidence: 99%

A systematic literature review of personalized learning terms

Shemshack

Spector

2020

Smart Learn. Environ.

246

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Learning is a natural human activity that is shaped by personal experiences, cognitive awareness, personal bias, opinions, cultural background, and environment. Learning has been defined as a stable and persistent change in what a person knows and can do. Learning is formed through an individual’s interactions, including the conveyance of knowledge and skills from others and experiences. So, learning is a personalized experience that allows one to expand their knowledge, perspective, skills, and understanding. Therefore, personalized learning models can help to meet individual needs and goals. Furthermore, to personalize the learning experience, technology integration can play a crucial role. This paper provides a review of the recent research literature on personalized learning as technology is changing how learning can be effectively personalized. The emphasis is on the terms used to characterize learning as those can suggest a framework for personalized and will eventually be used in meta-analyses of research on personalized learning, which is beyond the scope of this paper.

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“…Although Facebook groups have been identified as being useful in faculty-rooted course support, as well as representing organic (self-organizing) student-based learning environments [ 16 ], and although these groups combine many of the aforementioned attributes essential for educational usage, very little is known about which students use these groups, how and for what exact purpose [ 17 ]. Some researches argue that certain learning styles are more beneficial for learning through SNSs, but further research is necessary to examine these findings in different settings [ 18 - 22 ].…”

Section: Introductionmentioning

confidence: 99%

Facebook Groups as a Powerful and Dynamic Tool in Medical Education: Mixed-Method Study

Nicolai¹,

Schmidbauer²,

Gradel³

et al. 2017

J Med Internet Res

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BackgroundSocial networking sites, in particular Facebook, are not only predominant in students’ social life but are to varying degrees interwoven with the medical curriculum. Particularly, Facebook groups have been identified for their potential in higher education. However, there is a paucity of data on user types, content, and dynamics of study-related Facebook groups.ObjectiveThe aim of this study was to identify the role of study-related Facebook group use, characterize medical students that use or avoid using Facebook groups (demographics, participation pattern, and motivation), and analyze student posting behavior, covered topics, dynamics, and limitations in Facebook groups with regards to educational usage.MethodsUsing a multi-method approach (interviews, focus groups, and qualitative and quantitative analysis of Facebook posts), we analyzed two representative Facebook groups of medical preclinical semesters at Ludwig-Maximilians-University (LMU) Munich. Facebook primary posts and replies over one semester were extracted and evaluated by using thematic content analysis. We developed and applied a coding scheme for studying the frequency and distribution of these posts. Additionally, we interviewed students with various degrees of involvement in the groups, as well as “new minorities,” students not registered on Facebook.ResultsFacebook groups seem to have evolved as the main tool for medical students at LMU to complement the curriculum and to discuss study-related content. These Facebook groups are self-organizing and quickly adapt to organizational or subject-related challenges posed by the curriculum. A wide range of topics is covered, with a dominance of organization-related posts (58.35% [6916/11,853] of overall posts). By measuring reply rates and comments per category, we were able to identify learning tips and strategies, material sharing, and course content discussions as the most relevant categories. Rates of adequate replies in these categories ranged between 78% (11/14) and 100% (13/13), and the number of comments per post ranged from 8.4 to 13.7 compared with the average overall reply rate of 68.69% (1167/1699) and 3.9 comments per post. User typology revealed social media drivers (>30 posts per semester) as engines of group function, frequent users (11-30 posts), and a majority of average users acting rather as consumers or lurkers (1-10 posts).ConclusionsFor the moment, the medical faculty has no active involvement in these groups and therefore no influence on accuracy of information, professionalism, and ethical issues. Nevertheless, faculty could in the future benefit by extracting relevant information, identifying common problems, and understanding semester-related dynamics.

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Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course

Cited by 50 publications

References 34 publications

Analyzing the learning style and study habit of students in the faculty of nursing of Al Jabal Al Gharbi University, Gharyan, Libya

Analyzing the learning style and study habit of students in the faculty of nursing of Al Jabal Al Gharbi University, Gharyan, Libya

A systematic literature review of personalized learning terms

Facebook Groups as a Powerful and Dynamic Tool in Medical Education: Mixed-Method Study

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