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    ABSTRACT: Aim:  The purpose of this descriptive study was to determine Jordanian nursing students’ perception of their learning styles.Method:  All nursing students enrolled in four universities offering a baccalaureate degree in nursing at the time of the research project (n = 420) were approached. A structured self-administered questionnaire (Autonomous Learner Index) developed by the researchers was used for data collection. The questionnaire was pilot tested on a sample of nursing students who were not included in the study. The tool was reliable with an alpha coefficient of 0.89.Findings:  The majority of Jordanian nursing students perceived themselves as independent learners. The vast majority of students indicated that they have a desire to learn new things, are curious to learn, and can identify their goal independently. However, a low percentage of students indicated having good study skills, ability to concentrate while studying and using their study time efficiently. The two-tailed t-test indicated no significant differences at alpha 0.05 levels between students’ learning preferences and the selected demographic variables.Conclusion:  Based on the study findings, it is suggested that nurse educators should provide positive reinforcement of students’ active involvement in the learning process, which will stimulate continued self-direction. Moreover, courses on study skills, writing skills, and literature searching skills should be introduced early in nursing curricula.
    International Nursing Review 02/2005; 52(1):39 - 45. · 0.94 Impact Factor
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    ABSTRACT: This study investigated the effects of team-skills training on collaborative learning in a university setting. Groups worked under one of three conditions: (1) groups received team-skill training as a group and remained in that group (Trained-Together), (2) groups received team-skills training, but were then reassigned into new groups (Trained-Reassigned), and (3) groups received no training (Untrained). Each group completed a collaborative task and then group members were tested on the material learned. Scores were highest in the Trained-Together and lowest in the Untrained condition. Results are explained in terms of levels of planning, time management, distribution of effort and strategies adopted.
    Learning and Instruction. 01/2006;
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    ABSTRACT: This study sought to identify ninth grade students’ self-regulated learning (SRL) behaviors, enacted while engaged in a specially designed, long-term, group science inquiry task in an authentic classroom setting. To self-regulate planning and time management, students used yearly and daily planning reports. A high and medium achieving groups’ discourse and behavior were observed and videorecorded; qualitative analysis yielded several categories. Despite the unique learning context, results demonstrated many composites reported in the literature for general SRL models. Students evidenced SRL skill categories including the ability to set goals, plan activities, consider alternatives, monitor and reflect, perceive diverse cues from various sources, readjust plans to improve progress rates, and demonstrate accountability. High achieving students generally exhibited more SRL skills (were better planners and managers of time) than did average achieving students.
    Contemporary Educational Psychology. 01/2003;

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May 21, 2014