چكيده به لاتين
With the tremendous growth in online courses and programs at universities of higher education, for better performance and outcomes, there is a need to identify factors contributing to enhancing online students’ learning achievement. This study thus investigated the relationship among learning styles, learning strategies, and learning achievement of online graduate students of TEFL. In addition, this study aimed to determine the styles and strategies used by online graduate students of TEFL. The participants of this study were 87 online graduate students of TEFL at Iran University of Science and Technology. The instruments used in this study were the Learning Style Survey questionnaire, Online-Self-Regulated Learning questionnaire, and the average scores of graduate students. The results of the study showed that the most frequent used learning style were obtained by synthesizing, field-independent, closure-oriented, random-intuitive, and visual, while the lowest style preferences were obtained by field-dependent, auditory, tactile/kinesthetic, and open. Online students’ highest tendency was related to handling possibilities, while their lowest tendency was concerned with using physical senses. With regard to learning strategies, goal setting strategies received the highest mean, while task-strategies received the lowest mean. The results of ordinal logistic regression revealed that high achievers were mostly grouped in the visual, tactile, closure, open, and inclusive learning styles. However, there was not any difference between high and low achieving students in terms of learning strategy use. Online instructors are recommended to pay attention to the styles and strategies of online students and try to choose appropriate materials and methods based on their styles and strategies.
