Araştırma Makalesi
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Investigation of Self-Regulated Online Learning According to Demographic Variables and Their Relationship to Learning Approaches

Yıl 2023, Cilt: 5 Sayı: 2, 804 - 817, 28.12.2023

Işıl Sönmez

https://doi.org/10.51535/tell.1304278

Öz

Self-regulation in online learning environments is of great importance in terms of ensuring effective learning since it makes the learner autonomous. In this context, the research aims to compare the self-regulated online learning of education faculty students according to certain variables and to reveal the relationship between their self-regulated online learning and learning approaches. The research is conducted using a correlational research design. Firstly, the general view of students' self-regulated online learning and learning approaches was determined. After that, self-regulated online learning averages were compared according to their gender and academic averages, and finally, the relationship between self-regulated online learning and learning approaches was presented. The study group of the research, which continues their education through distance education due to the pandemic in the 2021-2022 academic year; consisted of a total of 376 students who studied in different departments of the education faculty of Necmettin Erbakan University in Konya. The research findings demonstrate the fact that students' self-regulated online learning corresponds to an above-average value and their self-regulated online learning differs according to their gender and academic achievement. Moreover, there is a moderately positive correlation between the deep learning approach and self-regulated online learning skills, and a low negative correlation between the superficial learning approach and self-regulated online learning skills.

Anahtar Kelimeler

self regulated learning learning approaches online learning deep learning superficial learning

Kaynakça

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Yıl 2023, Cilt: 5 Sayı: 2, 804 - 817, 28.12.2023

Işıl Sönmez

https://doi.org/10.51535/tell.1304278

Öz

Kaynakça

  • Abouserie, R. (1995). Self-esteem and achievement motivation as determinants of students' approaches to studying. Studies in Higher Education, 20(1), 19-27. doi: 10.1080/03075079512331381770
  • Artsın, M. (2018). Kitlesel açık çevrimiçi derslerde öğrenenlerin öz-yönelimli öğrenme becerilerinin incelenmesi [Examination of self-regulated learning skills of learners in massive open online course] (Unpublished master’s thesis). Anadolu University, Eskişehir
  • Aslan Baysal, T., & Çakır, R. (2022). Çevrimiçi öğrenme ortamlarında öğrencilerin öz düzenleme becerilerine yönelik algıları [Students' perceptions of self-regulation skills in online learning environments]. Book of Proceeding 4th International Conference on Distance Education and Innovative Education Technologies, (pp.259-272), Başkent University, Ankara
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Barnard, L., Paton, V., & Lan, W. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. The International Review of Research in Open and Distributed Learning, 9(2), 1-11. doi :10.19173/irrodl.v9i2.516
  • Barnard-Brak, L., Lan, W. Y., & Paton, W. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61-80. doi :10.19173/irrodl.v11i1.769
  • Barut Tuğtekin, E. (2022). Çevrimiçi öğrenme ortamlarında üniversite öğrencilerinin öz düzenleme düzeylerinin incelenmesi [Investigation of college students' self-regulation levels in online learning environments]. The Journal of Educational Reflections, 6(1), 10-23. Retrieved from https://dergipark.org.tr/tr/pub/eduref/issue/69172/1064517
  • Berigel, M., & Çetin, I. (2019). Açık ve uzaktan öğretimde öğreten ve öğrenen rolleri [Roles of teachers and learners in open and distance education]. In E. Tekinarslan, & M. D. Gürer (Ed.), Açık ve Uzaktan Öğrenme [Open and distance education] (pp, 125–144). Ankara: Pegem A Press.
  • Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13. doi: 10.1016/j.iheduc.2015.04.007
  • Byrne, M., Flood, B., & Willis, P. (2001). The relationship between learning approaches and learning outcomes: a study of Irish accounting students. Accounting Education, 11(1), 27-42. doi: 10.1080/09639280210153254
  • Canıdemir, A. (2013). Ortaöğretim öğrencilerinin öğrenme yaklaşımları ve başarı amaç yönelimlerinin akademik başarı ile ilişkisinin incelenmesi [Examination of relationship of college students’ learning approaches and achievement goal orientations with academic achievement] (Unpublished master’s thesis). Ankara University, Ankara
  • Cohen, J., Cohen, P., West, S. G., & Alken, L. S. (2003). Applied multiple regression/correlation analysis for the behavioural sciences (3rd ed.). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
  • Çelik, P. (2013). Probleme dayalı öğrenmenin öğretmen adaylarının fizik dersi başarısı, öğrenme yaklaşımları ve bilimsel süreç becerileri üzerindeki etkisi [The effect of problem-based learning on pre-service teachers' success in physics course, learning approaches and scientific process skills] (Unpublished doctoral dissertation). Dokuz Eylül University, İzmir
  • Çivril, H. & Aruğaslan, E. (2022). Uzaktan eğitim öğrencilerinin öz-düzenleme becerilerinin incelenmesi: ISUBÜ uzaktan eğitim meslek yüksekokulu örneği [Investigation of self-regulated learning skills of distance education students: A case of ISUBU Distance Education Vocational School]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 8(2), 55-73. doi: 10.51948/auad.1076895
  • Çolak, E. (2006). İşbirliğine dayalı öğretim tasarımının öğrencilerin öğrenme yaklaşımlarına, akademik başarılarına ve öğrenmenin kalıcılığına etkisi [The effect of collaborative instructional design on students' learning approaches, academic achievement and permanence of learning] (Unpublished doctoral dissertation). Yıldız Teknik University, İstanbul
  • Çolak, E. & Fer, S. (2007). Öğrenme yaklaşımları envanterinin dilsel eşdeğerlik, güvenirlik ve geçerlik çalışması [The bilingual equivalence, validity and and reliability of the learning process questionnaire]. Journal of Çukurova University Institude of Social Sciences, 16(1), 197-211. Retrieved from https://dergipark.org.tr/tr/pub/cusosbil/issue/4376/59944
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  • Ellez, A. M., & Sezgin, G. (2002). Öğretmen adaylarının öğrenme yaklaşımları [Teacher candidates' approaches to learning]. Book of Proceeding 5 th National Science and Mathmatics Education Congress (pp.1261-1266). ODTÜ, Ankara
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  • Kauffman, D. F. (2004). Self-regulated learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. J. Educational Computing Research. 30(1&2), 139-161. doi:10.2190/AX2D-Y9VM-V7PX-0TAD
  • Kesim, E. (2011). Uzaktan eğitimde meydana gelen değerler dizisi (paradigma) değişimlerinin e-öğrenme ekonomisi alanına yansımaları [Reflections of the paradigm changes that occur in distance education in the field of e-learning economy]. In G. T. Yamamoto, U. Demiray & M. Kesim. (Ed.). Türkiye’de E-Öğrenme Gelişmeler ve Uygulamalar (2nd press.), (pp. 2-19). Efil Publishing.
  • Kılıç, D. (2009). Öğrencilerin genetik kavramları anlama düzeyleri ile mantıksal düşünme yetenekleri ve öğrenme yaklaşımları arasındaki ilişki [The relationship among students’ understanding of genetics concepts, reasoning ability and meaningful learning orientation] (Unpublished doctoral dissertation). Hacettepe University, Ankara
  • Kilis, S. ve Yıldırım, Z. (2018). Online self-regulation questionnaire: Validity and reliability study of turkish translation. Çukurova University Faculty of Education Journal, 47(1), 233-245 https://doi.org/10.14812/cuefd.298791
  • Koç, A. (2019). Karma öğrenme ortamındaki öğrencilerin bilişsel kapılma ve çevrimiçi öz-düzenleme düzeyleri arasındaki ilişki [Relationship between cognitive absorption and online self-regulation of students in blended learning environment] (Unpublished master’s thesis). Sakarya University, Sakarya
  • Liu, X., He, W., Zhao, L. & Hong, J.C. (2021). Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown. Frontiers in Psychology, 12:752131, 1-8. doi: 10.3389/fpsyg.2021.752131
  • Mahmud, Y. S., & German, E. (2021). Online self-regulated learning strategies amid a global pandemic: Insights from Indonesian university students. Malaysian Journal of Learning and Instruction, 18(2), 45-68. doi: 10.32890/mjli2021.18.2.2
  • McSporran, M. & Young, S. (2001). Does Gender Matter in Online Learning?. Research in Learning Technology, 9(2), 3-15. doi: 10.3402/rlt.v9i2.12024
  • Meece, J. L., & Painter, J. (2008). Gender, self-regulation, and motivation. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research, and Applications (pp. 339–367). Lawrence Erlbaum Associates Publishers.
  • Meşe, E. (2021). Farklılaştırılmış öğretimin uzaktan eğitimde konuşma yeterliliği, çevrimiçi öz düzenleme becerileri ile öğrenci algılarına etkisinin incelenmesi [The impact of differentiated instruction on tertiary efl students' speaking proficiency and online self-regulation, and student perceptions in distance education] (Unpublished master’s thesis). Bahçeşehir University, İstanbul
  • Moore, M. G., & Kearsley, G. (2005). Distance Education: A Systems View of Online Learning. Canada: Thomson Wadsworth.
  • Morrison, D. (2003). E-Learning Strategies: How to Get Implementation and Delivery Right First Time. Chichester, UK: John Wiley & Sons.
  • Özdemir, A. & Önal, A. (2021). An Investigation into pre-service teachers’ self-regulated online learning perceptions. International Journal of Contemporary Educational Research, 8(2), 143-159. doi: 10.33200/ijcer.865189
  • Özdemir, Y. (2018). Öz düzenlemeli çevrimiçi öğrenme ölçeğinin Türkçeye uyarlanması ve öz-düzenlemenin çeşitli değişkenler açısından incelenmesi [Adaptation of self-regulated online learning scale into Turkish and investigation of self-regulation in terms of defferent variables] (Unpublished master’s thesis). Bolu Abant Baysal University, Bolu
  • Özsoy-Güneş, Z., Güneş, İ, & Kırbaşlar, M. (2014). Investigation of the relationships between educational internet use self-efficacy beliefs and self-regulated learning skills. Procedia Social and Behavioral Sciences, 152, 708–713. doi: 10.1016/j.sbspro.2014.09.308
  • Paris, S.G. & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
  • Pajares, F. (2008). Motivational role of self-efficacy beliefs in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Ed.), Motivation and self-regulated learning: Theory, research, and applications (pp. 111–139). New York: Erlbaum Lawrence Publishers. Retreived from http://books.google.com.tr/books?id=MDQLfOg0jX0C&printsec=frontcover&d#v=onepage&q&f=false
  • Pala, F. K. (2014). Çoklu ortam tabanlı tartışmalarla desteklenmiş çevrimiçi öğrenme ortamının geliştirilmesi ve etkililiğinin sınanması [Development and investigation of effects of multimedia based discussions supported online learning environment] (Unpublished doctoral dissertation). Hacettepe University, Ankara
  • Pardue, S.L. (2001). The virtual revolution: Implications for academe. Poultry Science, 80(5), 553-561. doi: 10.1093/ps/80.5.553
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Ed.), Handbook of Self-Regulation (pp. 451–502). Academic Press. https://doi.org/10.1016/B978-012109890-2/50043-3
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https://doi.org/10.1037/0022-0663.82.1.33
  • Premuzic, C. T. & Furnham, A. (2008). Personality, Intelligence and Approachesto Learning as Predictors of Academic Performance. Personality and Individual Differences, 44(7), 1596-1603. doi:10.1016/J.PAID.2008.01.003
  • Prosser, M. & Trigwell, K., (1999) . Relational Perspectives on Higher Education Teaching and Learning ın The Sciences. Studies in Science Education, 33, 31-60.
  • Santoso, H.B., Riyanti, R.D., Prastati, T., Triatmoko H.S.,FA, Susanty, A., & Yang, M. (2022). Learners’ online self-regulated learning skills in ındonesia open university: implications for policies and practice. Education. Science. 12(469), 1-17. doi:10.3390/educsci12070469
  • Senemoğlu, N. (2011). College of education students’ approaches to learning and study skills, Education and Science, 36(160), 65-80.
  • Sultan, N. 2010. Cloud computing for education: A new dawn?. International Journal of Information Management, 30(2), 109-116. https://doi.org/10.1016/j.ijinfomgt.2009.09.004
  • Swafford, M. (2018). The relationship between motivation and online self-regulated learning. Journal of Human Sciences and Extension, 6(3), 92-106. doi: 10.54718/AWIJ9321
  • Tang, C., (1994) . Effects of models of assessment on students' preparation strategies. In G. Gibbs (Ed.), Improving Student Learning - Theory and Practice. Oxford: Oxford Centre for Staff Development.
  • Taşçı, M.E. (2022). Öğrenme analitiklerine dayalı kişiselleştirilmiş geri bildirimlerin öğrencilerin çevrimiçi öz düzenleme becerileri ve çevrimiçi öğrenme motivasyonuna etkisinin karşılaştırılması [Personalized feedback based on learning analytics allows students to self-comparison of the effect of editing skills and online learning motivation] (Unpublished master’s thesis). Kocaeli University, Kocaeli
  • Tülübaş, T. (2022). Çevrim içi öğrenmede öz-düzenleme becerisinin akademik başarıya etkisi [The effect of self-regulated online learning skills on academic achievement]. Anadolu Journal of Educational Sciences International, 12(2), 389-416. doi: 10.18039/ajesi.1021613
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  • Ulfatun, T., Septiyanti, F., & Lesmana, A. G. (2021). University students’ online learning self-efficacy and self-regulated learning during the COVID-19 pandemic. International Journal of Information and Education Technology, 11(12), 597-602. doi: 10.18178/ijiet.2021
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  • Uşun, S. (2000). Dünyada ve Türkiye’de Bilgisayar Destekli Öğretim [Computer aided education in the world and Turkey]. Pegem A Publishing, Ankara
  • Uygun, M. (2012). Öz düzenleme stratejisi gelişimi öğretiminin yazılı anlatıma, yazmaya yönelik öz düzenleme becerisine, kalıcılığa ve tutuma etkisi [The effects of self-regulated strategy development on writing expression, self-regulation of writing, retention and writing attitude] (Unpublished doctoral dissertation). Hacettepe University, Ankara
  • Yavuzalp, N., & Özdemir, Y. (2020). Öz-Düzenlemeli çevrimiçi öğrenme ölçeğini Türkçe’ye uyarlama çalışması [Adaptation of the Self-Regulated Online Learning Questionnaire (SOL-Q)]. Journal of Higher Education, 10(3), 269-278. doi:10.2399/yod.19.512415
  • Yetik, S. S. (2017). Çevrimiçi öz düzenleyici öğrenme ortamında metabilişsel desteğin öz düzenleme becerisine etkisi [The effect of metacognitive support on self-regulation skills in an online self-regulatory learning environment]. Cumhuriyet International Journal of Education-CIJE, 6(1), 107-122 . doi: 10.30703/cije.321444
  • Zimmerman, B. J. (2001). Theories of Self-Regulated Learning and Academic Achievement: An Overview and Anaysis. In B. J. Zimmerman & D. H. Schunk (Ed.), Self-Regulated Learning and Academic Achievement (2nd ed.) (pp. 1-39). New York: Lawrence Erlbaum Associates.
  • Zimmerman, B. J., & Martinez-Pons, M. (1990). Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use. Journal of Educational Psychology, 82(1), 51–59. doi: 10.1037/0022-0663.82.1.51
Toplam 71 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Işıl Sönmez 0000-0001-6061-0677

Erken Görünüm Tarihi 28 Kasım 2023
Yayımlanma Tarihi 28 Aralık 2023
Kabul Tarihi 16 Kasım 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Sönmez, I. (2023). Investigation of Self-Regulated Online Learning According to Demographic Variables and Their Relationship to Learning Approaches. Journal of Teacher Education and Lifelong Learning, 5(2), 804-817. https://doi.org/10.51535/tell.1304278
 Kapak Resmi İndir

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