Exploring the Use of Self-Regulation Strategies in Programming with Regard to Learning Styles

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.