اسکندری، حسین و تقیزاده، عباس. (۱۳۹۵). سواد رسانهای: برنامه درسی مغفول در آموزش عالی. فناوری برنامه درسی، 1(1).
ایمانزاده، علی؛ کریمی، جواد و فرجپور بناب، فاطمه. (۱۳۹۸). اثربخشی آموزش سواد رسانهای بر کاهش اضطراب اطلاعاتی دانشجویان دانشگاه تبریز. پژوهشهای ارتباطی، 26(100).
سازمان پژوهش و برنامهریزی آموزشی. (1395). کتاب تفکر و سواد رسانهای در برنامه درسی دوره دوم متوسطه. بازیابی شده از: http://www.oerp.ir/news/2784، آذر 98.
شریفی رهنمو، مجید؛ سراجی، فرهاد و شریفی رهنمو، سعید. (۱۳۹۷). نیازهای سواد رسانهای دانشجویان دوره کارشناسی. مطالعات برنامه درسی آموزش عالی، 9(18).
وزارت علوم، تحقیقات و فناوری. (1395). برنامه درسی دوره کارشناسی رشته علوم تربیتی. بازیابی شده از: https://www.msrt.ir/fa/grid/283/، مهر 98.
Bouckenooghe, D.; Cools, E.; De Clercq, D.; Vanderheyden, K. & Fatima, T. (2016). Exploring the Impact of Cognitive Style Profiles on Different Learning Approaches: Empirical Evidence for Adopting A Person-Centered perspective. Learning and Individual Differences, 51, 299-306, doi.org/10.1016/j.lindif.2016.08.043
Chookaew, S.; Panjaburee, P.; Wanichsan, D. & Laosinchai, P. (2014). A Personalized E-Learning Environment to Promote Student’s Conceptual Learning on Basic Computer Programming. Procedia - Social and Behavioral Sciences, 116, 815-819, doi.org/10.1016/j.sbspro.2014.01.303
Cools, E. & Van den Broeck, H. (2007). Development and Validation of the Cognitive Style Indicator. The Journal of Psychology, 141(4), 359-387, doi.org/10.3200/JRLP.141.4.359-388
Dishon, G. (2017). New Data, old Tensions: Big Data, Personalized Learning, and The Challenges of Progressive Education. Theory and Research in Education, 15(3), 272-289, doi.org/10.1177/1477878517735233
Drachsler, H. & Kirschner, P. A. (2012). Learner Characteristics. In N. M. Seel (ed.), (N. M. Seel, ed.), Encyclopedia of the Sciences of Learning, 1743-1745. Springer US.
Essalmi, F.; Ayed, L.; Jemni, B.; Jemni, M.; Graf, S. & Kinshuk. (2015). Generalized Metrics for the Analysis of E-learning Personalization Strategies. Computers in Human Behavior, 48, 310-322, doi.org/10.1016/j.chb.2014.12.050
Fiedler, S. H. D. & Väljataga, T. (2011). Personal Learning Environments: Concept or Technology? International Journal of Virtual and Personal Learning Environments, 2(4), 1-1,doi.org/10.4018/jvple.2011100101
Hadjileontiadou, S. J.; Dias, S. B.; Diniz, J. A. & Hadjileontiadis, L. J. (2015). Fuzzy Logic-Based Modeling in Collaborative and Blended Learning: IGI Global.
Kallick, B. & Zmuda, A. (2017). Students at the Center: Personalized Learning with Habits of Mind. ASCD.
Kim, J.; Lee, A. & Ryu, H. (2013). Personality and its Effects on Learning Performance: Design Guidelines for an Adaptive E-Learning System Based on a user Model. International Journal of Industrial Ergonomics, 43(5), 450-461, doi.org/10.1016/j.ergon.2013.03.001
Kozhevnikov, M.; Evans, C. & Kosslyn, S. M. (2014). Cognitive Style as Environmentally Sensitive Individual Differences in Cognition: A Modern Synthesis and Applications in Education, Business, and Management. Psychological Science in the Public Interest, 15(1), 3-33, doi.org/10.1177/1529100614525555
Lemish, D. (ed.). (2013). The Routledge International Handbook of Children, Adolescents and Media. Routledge, Taylor & Francis Group.
Moskvina, V. & Kozhevnikov, M. (2011). Determining Cognitive Styles. In Style differences in Cognition, Learning, and Management: Theory, Research, and Practice.
Ouf, S.; Abd Ellatif, M.; Salama, S.E. & Helmy, Y. (2017). A Proposed Paradigm for Smart Learning Environment Based On Semantic Web. Computers in Human Behavior, 72, 796-818, doi.org/10.1016/j.chb.2016.08.030
Potter, W. J. (2004). Theory of Media Literacy: A Cognitive Approach. SAGE Publications.
Potter, W. J. (2019). Seven Skills of Media Literacy. Sage.
Reigeluth, C. M.; Beatty, B. J. & Myers, R. D. (eds.). (2017). Instructional-Design Theories and Models, 4, the Learner-Centered Paradigm of Education. Routledge.
Reigeluth, C.M.; Myers, R. D. & Lee, D. (2017). The Learner-Centered Paradigm of Education. In Reigeluth, C.M., Beatty, B.J.@ Myers, R.D. (Eds.), Instructional-Design Theories and Models the Learner-Centered Paradigm of Education, IV, Routledge: New York.
Rey, G. D. & Steib, N. (2013). The Personalization Effect in Multimedia Learning: The Influence of Dialect. Computers in Human Behavior, 29(5), 2022-2028, doi.org/10.1016/j.chb.2013.04.003
Rogow, F. (2011). Ask, don’t tell: Pedagogy for Media Literacy Education in the Next Decade. Journal of Media Literacy Education, (3), 16-22.
Sadler-Smith, E. (2001). The Relationship between Learning Style and Cognitive Style. Personality and Individual Differences, 30, 609–616.
Schmid, R. & Petko, D. (2019). Does the use of Educational Technology in Personalized Learning Environments Correlate with Self-Reported Digital Skills and Beliefs of Secondary-School Students? Computers & Education, 136, 75-86, doi.org/10.1016/j.compedu.2019.03.006
Simuth, J. & Sarmany-Schuller, I. (2014). Cognitive Style Variable in E-learning. Procedia - Social and Behavioral Sciences, 116, 1464-1467, doi.org/10.1016/j.sbspro.2014.01.417
Tsianos, N.; Germanakos, P.; Lekkas, Z. & Mourlas, C. (2011). Personalizing Web Environments on Cognitive Style. In Style Differences in Cognition, Learning, and Management: Theory, Research, and Practice.
Virtue, D. (2020). Student Perceptions of Their Web Literacy Identities.
Computers and Composition, 55, 102549
, doi.org/10.1016/j.compcom.2020.102549
Watson, W. R.& Watson, S. L. (2017). Principles for Personalized Instruction. in Reigeluth, C.M., Beatty, B.J., Myers, R.D. (Eds.), Instructional-design Theories and Models the Learner-Centered Paradigm of Education,IV, Routledge: New York.
