Abstract
This study attempts to understand the relationship between learning styles of and self-regulated learning of pre-service computer teachers in a programming course. Students’ strategies for self-regulation with regard to their learning styles were assessed on the basis of qualitative data in terms of programming course. The Turkish version of Felder Soloman learning style inventory was used to identify the students’ learning styles. The results suggest that the characteristics of learning styles are somewhat related to self-regulation strategies. Time management was identified as a leading self-regulation strategy among learning styles, while shortcomings regarding target setting and self-efficacy strategies were prominent with almost all learning styles. Characteristics of other self-regulation strategies do not directly match with expected behaviors of learning styles in the context of learning programming. It is hoped that the study may shed light for instructors and instructional designers to design more appropriate settings for teaching programming taking learning styles in to consideration.Â
Highlights
Computer programming is considered as a challenging course given the extensive set of knowledge and skills through the years (Bennedsen and Caspersen, 2008)
The analysis sought to reveal the association between the learning style and the self-regulated learning in terms of learning programming, with reference to the views expressed by students
The results suggest that learning styles are somewhat related to self-regulation strategies
Summary
Computer programming is considered as a challenging course given the extensive set of knowledge and skills through the years (Bennedsen and Caspersen, 2008). Prior work in teaching programming pedagogy has focused on some problem solving strategies and techniques for overcoming difficulties in teaching programming (Lau and Yuen, 2011; Nam, Kim and Lee, 2010; Saeli et al, 2011) In this circumstance, some researchers address greater involvement in the learning process and students’ responsibility in their learning (Akpınar and Altun, 2014; Lye and Koh, 2014). In order to manage their learning; Self-regulated Learning (SRL) enables students to be active in the learning process while developing programming skills (Zimmerman, 2008) In this circumstance, specific SRL strategies are required to perform the programming tasks (Armstrong, 1989). Perspectives about how SRL arise in learning programming are discussed
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