scholarly journals Exploring the Effect of Digital Literacy Skill and Learning Style of Students on Their Meta-Cognitive Strategies in Listening

2022 ◽  
Vol 15 (1) ◽  
pp. 327-346
Author(s):  
Arono Arono ◽  
◽  
Safnil Arsyad ◽  
Syahriman Syahriman ◽  
Nadrah Nadrah ◽  
...  
Keyword(s):  
Learning Style ◽  
Digital Literacy ◽  
Cognitive Strategies ◽  
Literacy Skill

The Role of Field Dependent/Independent Styles in Learning and Teaching

2020 ◽  
Author(s):  
Olivia N. Saracho
Keyword(s):  
Cognitive Style ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Teaching Style ◽  
Cognitive Styles ◽  
Cognitive Strategies ◽  
Early Childhood Classroom ◽  
Intellectual Style ◽  
Field Dependent ◽  
Intellectual Styles

Cognitive style identifies the ways individuals react to different situations. They include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems. Individuals dynamically process and modify incoming information, organizing recent knowledge and assimilating it within the memory structure. This method adds to the individual’s intellectual development and extends the range of cognitive abilities that have been increasing throughout life. Zhang and Sternberg (2005) proposed a Threefold Model of Intellectual Styles in which they defined “intellectual styles” as individuals’ selected methods of processing information and dealing with tasks. They also stated that “intellectual style” is an all-encompassing term for different style constructs, including cognitive style, learning style, thinking style, and teaching style. The nature of styles and strategies provide information about children’s cognitive styles. This information can be used to improve (1) learning activities provided to children, (2) the teaching of children, and (3) children’s learning in school. One dimension of cognitive style is field dependence versus independence (FDI), which describes the individual’s way of perceiving, remembering, and thinking as they apprehend, store, transform, and process information. It distinguishes between field dependent (FD) and field independent (FI) students in a classroom situation, their learning behaviors, social situations and how FDI influences in the early childhood classroom, including. The cognitive styles’ characteristics define the individual’s way of understanding, thinking, remembering, judging, and solving problems. An individual’s cognitive style determines the cognitive strategies that are applied in a variety of situations and need to be considered when teaching students. Some teaching strategies and materials may increase or decrease achievement and learning based on the students’ cognitive styles. Thus, FDI cognitive styles have implications for teaching and learning

scholarly journals Investigating the Relationship between Learning Styles and ESP Reading Strategies in Academic Setting

2018 ◽  
Vol 7 (3) ◽  
pp. 156 ◽  
Author(s):  
Parviz Ajideh ◽  
Mohammad Zohrabi ◽  
Kazem Pouralvar
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Reading Strategies ◽  
Cognitive Strategies ◽  
Self Report ◽  
Islamic Art ◽  
Science Students ◽  
Art And Science ◽  
The Relationship

The present study investigated the relationship between Art and Science students’ learning styles and their ESP reading strategies in academic settings. Learning styles are defined as general orientations learners take toward their learning experiences. This notion has recently obtained attention in the area of language learning. Strategies are also defined as specific behaviours or techniques learners employ towards leaning in order to achieve their learning goals. The strategies chosen are often linked to the individual's learning style. The purpose of this study was to identify Art and Science students’ major learning style preferences and their strategies they employ to tackle their reading materials in ESP courses at Tabriz Islamic Art University. To this end, 313 Art and Science students at Tabriz Islamic Art University answered two self-report questionnaires (PLSPQ and SORS) to identify their major and minor learning styles as well as their reading strategies in ESP reading. In order to find any relationship between the students’ preferred learning style (s) and their reading strategies in ESP, Pearson Product Moment Coefficient r was used to analyze the participants’ answers to the questionnaires. The results showed that Art students favored Kinesthetic, Auditory, Visual and Tactile learning styles as their major learning styles while Science students showed preference to only Kinesthetic Learning style as their major learning style and other learning styles as their minor ones. It was also found that the most dominant reading strategies both Art and Science students apply in reading their ESP texts was cognitive strategies. Correlational analyses of their major learning styles and their reading strategies are discussed.

scholarly journals O conceito de letramento digital e suas implicações pedagógicas

2016 ◽  
Vol 9 (1) ◽  
pp. 94-107
Author(s):  
Mariana Vidotti de Rezende
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Cognitive Strategies ◽  
Digital Technologies ◽  
School Practices ◽  
Language Studies ◽  
Use Of Technology ◽  
Interactive Dynamics ◽  
Language Context

RESUMO: Nos últimos anos, tem-se discutido muito, no campo da educação e também no campo da linguagem, a presença das tecnologias digitais nas práticas escolares. O que se tem visto, muitas vezes, éum uso de tecnologias que se limita a transferir práticas letradas tradicionais para práticas mediadas por novos recursos tecnológicos. Há uma inserção “forçada” de tecnologias que desconsidera seus maiores potenciais, suas dinâmicas interativas e estratégias sociocognitivas. Entende-se, entretanto, que a percepção a respeito do uso de tecnologias nas práticas pedagógicas perpassa, principalmente, o âmbito de ensino-aprendizagem de Língua Portuguesa e a concepção de letramento digital.A importância de discutir o conceito de letramento digital justifica-se pelo fato de que as diferentes interpretações que são dadas a ele interferem diretamente na percepção do uso de tecnologias nas práticas escolares. Analisa-se, então, em que medida as concepções de letramento e de letramento digital interferem na percepção que se tem de ensino de Língua Portuguesa e de que maneira contribuem para pensar a educação na atualidade.PALAVRAS-CHAVE: ensino-aprendizagem; letramento digital; língua portuguesa. ABSTRACT: In recent years, the presence of digital technologies in school practices has been very discussed in education and also in the language studies. What it has been seen is the fact that technology's uses are limited to transfering traditional literacy practices to practices mediated by new technological resources. There is a "hard" technologies insert that disregards its greatest potential, its interactive dynamics and socio-cognitive strategies. We understand, however, that the technology uses perception in school practices pervades, especially, the teaching and learning of Portuguese language context and the concept of digital literacy. The importance of discussing the concept of digital literacy is justified by the fact that the different interpretations that are given to it directly interfer in the perception of the use of technology in school practices. We will look, then, to what extent the literacy and digital literacy concepts interfere with the perception people have of the Portuguese language teaching and how they contribute to reflections on education today.KEYWORDS: teaching and learning; digital literacy; Portuguese language.

scholarly journals Web-Based Simulation on Physics Learning to Enhance Digital Literacy Skill of High School Students

2019 ◽  
Vol 4 (2) ◽  
pp. 70
Author(s):  
Riki Perdana ◽  
Riwayani Riwayani ◽  
Jumadi Jumadi ◽  
Dadan Rosana
Keyword(s):  
High School ◽  
High School Students ◽  
Digital Literacy ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Control Group ◽  
Web Based ◽  
Physics Learning ◽  
Significant Difference ◽  
Before And After

The study aimed to investigate the effectiveness of Web-Based Simulation (WBS) on Physics learning to enhance digital literacy skills of Grade XI students in high school. The level of digital literacy skills of the students in the experiment and control group before and after they study using WBS learning and none was determined respectively. The comparison of their levels before and after the study was done to determine the effectiveness of the WBS learning. The participants of this study were 49 students of science class, with 14-16 age. The research design in this study were descriptive-comparison and pretest-posttest experimental design. Data analysis using Anova mixed design with significant 5%. The result of this study are level of students' digital literacy skill before learning process is generally very low; but after the treatment these skill was comparatively increased. In addition, there was a significant difference in the level of digital literacy skill of the classes where the WBS learning is the more effective than direct learning to enhance students’ digital literacy skill.

scholarly journals Analysis of the Opinions of Social Studies Teachers on Digital Literacy Skills

2021 ◽  
Vol 11 (2) ◽  
pp. 72
Author(s):  
Cengiz Taşkıran ◽  
Murat Salur
Keyword(s):  
Social Studies ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Structured Interview ◽  
Literacy Skills ◽  
Literacy Skill ◽  
Easy Access ◽  
Social Studies Teachers ◽  
National Education ◽  
Analytical Thinking

Thanks to digital literacy skills in Social Studies program, it is purposed to provide students with easy access to accurate and reliable information among complex information masses. Digital literacy skill not only provides accurate access to information, but also enables students to study on a legal level, in compliance with ethical rules. In addition, digital literacy makes it easier to use information accessed in daily life, to rearrange information, to generate new information, and to critically evaluate information. In this context, it is expected from a digital literate individual to acquire some knowledge and skills such as using cognitive skills at the highest level, using technological tools in a useful and effective way, accessing information and documents easily, and carrying out this through ethical rules. Social studies course, which plays a key role in providing students with digital literacy skills. In this sense, it contributes to critical and analytical thinking of students by equipping them with cognitive, affective, and social skills. The purpose of this study is to determine the opinions of teachers on digital literacy skills in social studies program. Research group consists of 50 Social Studies teachers working within Ministry of National Education in the provinces of Muş, Malatya, Elazığ, and Şanlıurfa in 2019-2020 academic year. The opinions of teachers were obtained through semi-structured interview form. The obtained data were analyzed by using qualitative data analysis technique. As a result of this study, it was concluded that social studies teachers have different perceptions of digital literacy skills, and some recommendations were provided in the light of findings.

scholarly journals The Effectiveness of YouTube Live Streaming as Digital Learning Media in Tourism and Guiding Subject

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Kun Aniroh ◽  
Latifah Hanum ◽  
Arfiyan Abdul Ghoffar Ariyanto
Keyword(s):  
Learning Style ◽  
Digital Literacy ◽  
Exploratory Study ◽  
Teaching Effectiveness ◽  
Live Streaming ◽  
English Department ◽  
Learning Effectiveness ◽  
Communication Effectiveness ◽  
Digital Learning ◽  
Video Display

The purpose of this paper is to study the effectiveness communication of YouTube live streaming (YTL) among the students of English Department at State Islamic University of Maulanan Malik Ibrahim Malang, Indonesia concerning the teaching effectiveness. The sample of the study is 45 students of English Department who took Tourism and Guiding II in the sixth semester 2016/2017 as the elective subject. The researchers adopted exploratory study by distributing questionnaires on the communication effectiveness, learning effectiveness and You–tube Live Streaming implementation. The instrument had 15 items in which each point had five items with a three –point Likert scale. The findings show that the communication effectiveness of YTL was considered good in spite of the absence of the teacher and the noise disturbance, the learning effectiveness was increasing due to the students’ own learning style, comfortable feeling and the repetition of video display. To implement YTL teachers’ digital literacy is highly needed. On the implementation of YouTube –live streaming for teaching it is the responsibility of the school or campus management. The researchers recommends conducting further study on teachers’ digital literacy, and teachers’ made YouTube-live streaming materials.

scholarly journals Learning Styles in Business Management students: An empirical study in Portuguese Higher Education

2020 ◽  
Vol 21 (3) ◽  
pp. 348-384
Author(s):  
Luísa Margarida Cagica Carvalho ◽  
João Manuel do Freixo Pereira ◽  
Rui Manuel Teixeira Santos Dias ◽  
Adriana Backx Noronha
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Process ◽  
Cognitive Strategies ◽  
Business Management ◽  
Portuguese Higher Education ◽  
The Individual ◽  
Teaching Learning

This research aims to identify the learning styles of Portuguese higher education students in business administration, and in return to enable the identification of effective ways to foster the teaching-learning process. The research is divided into two parts: a theoretical approach and the analysis and discussion of the results obtained in light of the learning style of these students as characterized by the Felder-Silvernman model. The data were collected from 3 Portuguese Higher Education Institutions and seek to contribute to the improvement of the learning process in business management courses and to provide for adequate planning of learning strategies aimed at educational success. The statistical analysis of the data was performed with SPSS version 25.0 for Windows and included both descriptive and inferential statistics. The results of the study are consistent with the findings in the literature in similar contexts, suggesting that learning styles vary according to the individual. Regarding gender, a variable that has been studied relatively little to date, there is also evidence in the study that female students seem to use cognitive strategies significantly more than their male counterparts.

scholarly journals Panopto with Moodle: Enabling videos and screencasts to be effective assessment tools for all

2016 ◽  
Vol 9 (13) ◽  
Author(s):  
Ray Stoneham
Keyword(s):  
University Students ◽  
Learning Environments ◽  
Digital Literacy ◽  
Video Recording ◽  
Virtual Learning Environments ◽  
Assessment Tools ◽  
Literacy Skill ◽  
Management Systems ◽  
Widespread Availability ◽  
Effective Assessment

The widespread availability in universities of modern video recording and management systems integrated into Virtual Learning Environments, such as Panopto with Moodle, now enables all students to easily create and submit their own recordings for assessment, and the platform enables the management of the marking and feedback to be simple and effective.  It is time that lecturers embraced this development in order that assessment remains effective and relevant.  The ability to create a screencast or video for assessment should be an essential digital literacy skill for all university students. 

Effects of Learning Traits and Information Display on Incidental Learning in 3D Virtual Environments

2019 ◽  
pp. 132-155
Author(s):  
Wayne W. Thomas ◽  
Patricia M. Boechler
Keyword(s):  
Learning Styles ◽  
Virtual Environments ◽  
Learning Style ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
Incidental Learning ◽  
Information Display ◽  
Additional Information ◽  
Significant Difference ◽  
Learning Score

In this chapter, the authors sought to determine if learning style or digital literacy predict incidental learning, that is, learning that occurs without learners being instructed to attend to or learn presented information. One hundred and fifty-five education undergraduate students completed a series of tasks in a virtual environment where additional information unrelated to the tasks was present. The results indicate that in addition to incidental learning taking place in virtual environments, learning style and digital literacy seem to predict incidental learning in some instances. An additional analysis explored learning styles by “strong” and “moderate” indicators and found that there was no significant difference in their incidental learning score by learning style strength. The results also suggest that information display, in this case visual salience, plays a role in incidental learning as the participants performed better on recalling information that was made more salient.

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