An Investigation into Pre-Service Teachers’ Self-Regulated Online Learning Perceptions

Özdemi̇r, Atilla Özcan; Önal, Ahmet

doi:10.33200/ijcer.865189

Cited by 9 publications

(6 citation statements)

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“…Çevrim içi öğrenme ortamları ve öz-düzenlemeli öğrenme üzerine çalışmalar devam ederken, Covid-19 pandemisinin ortaya çıkmasıyla birlikte bu konuda yapılan çalışmalar farklı bir düzleme taşınmıştır. Eğitimin tüm düzeylerinde uzaktan çevrim içi eğitim uygulamaları bu acil durumda eğitimin devamı açısından önemli bir avantaj sunmuştur (Özdemir ve Önal, 2021;Tümen-Akyıldız ve Donmuş-Kaya, 2021). Ancak, yüz-yüze eğitim için tasarlanmış derslerin hızlı biçimde çevrim içi ortama taşınması ders tasarımlarının uzaktan eğitime uygun bir biçimde yeniden düzenlenmesi ve uygulanmasını zorlaştırırken hem öğrenci hem de öğreticiler tarafından geçici bir değişim süreci olarak algılanmıştır (Hodges ve diğerleri, 2020).…”

Section: Problem Durumuunclassified

“…Araştırmalar, bireyin epistemolojik inançları, iç ya da dış denetimli olması (başarı-başarısızlıklarını iç ya da dış etkenlere bağlama eğilimi), öz-güven ve öz-yeterlik algıları, benlik saygısı, hedef belirlerken ya da hedefe yönelik çalışırken iç ya da dış motivasyon odaklı olması, geçmiş başarı ya da başarısızlık durumları ve bireysel beklentiler gibi pek çok kişisel etkenin öz-düzenleme becerisi ile ilişkisini ortaya koymaktadır (Chen ve Li, 2021;Delen ve Liew, 2016;Tsai ve diğerleri, 2018;Yetik, 2017). Diğer taraftan, öğretmenin öğrenci ve öğrenme süreçlerine yaklaşımı, ders işleme biçimi, müfredat ve ders içerikleri gibi etkenler (Bruso ve Stefaniac, 2016;Özdemir ve Önal, 2021) ile teknolojik altyapının öğrenmeyi destekleyecek yeterlikte olması ve çevrim içi öğrenme ortamlarının gelişmiş bilgisayar teknolojileriyle desteklenmesi (Krismanto ve Tahmidaten, 2022) gibi etkenlerin çevrim içi öz-düzenleme becerisi ile ilişkili önemli çevresel etmenler olduğu düşünülmektedir. Çevrim içi öğrenme üzerine yapılan araştırmalar, etkili çevrim içi öğrenme tasarımlarının öğrencilerde öz-düzenleme becerisini geliştiren, öğrenme süreçlerini zenginleştiren ve destekleyen önemli bir araç olduğunu göstermektedir (Krismanto ve Tahmidaten, 2022;Lear ve diğerleri, 2016).…”

Section: Introductionunclassified

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Çevrim İçi Öğrenmede Öz-düzenleme Becerisinin Akademik Başarıya Etkisi

Tülübaş

2022

Anadolu Journal of Educational Sciences International

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Self-regulated learning is an active process during which students attempt to monitor, control, and regulate their cognitive motivation and behavior according to their goals. Self-regulated learning skills are significant in online learning and with students’ academic success. However, studies reveal conflicting results. As such, this study aims to determine the level of university students’ self-regulated online learning skills and to investigate the effect of their self-regulated online learning skills on their academic achievement. The population consists of 1152 students studying at second, third and fourth grades of Kütahya Dumlupınar University Faculty of Education during the 2020-2021 academic year. The sample consists of 207 students selected by random sampling. Data were gathered using the 'Self-regulated Online Learning Scale (SOL-Q)'. The academic achievement was evaluated over the grade point averages in the Fall semester of 2020-2021 academic year. Statistical analysis revealed that the self-regulated online learning skills of the students were moderate; the averages of the male students were relatively lower than the females’. Self-regulated online learning skills were a significant predictor of academic success. Although these findings were supported by previous research in traditional learning environments, present results also caution that self-regulated online learning could yield different results from self-regulated traditional learning.

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Section: Problem Durumuunclassified

Section: Introductionunclassified

Çevrim İçi Öğrenmede Öz-düzenleme Becerisinin Akademik Başarıya Etkisi

Tülübaş

2022

Anadolu Journal of Educational Sciences International

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“…In other words, teaching practice can be improved by increasing teacher self-regulation. This teacher self-regulation applies both to traditional teaching contexts, as well as online teaching [4]. This is important to note with the prison process, starting Manuscript received April 20, 2022; revised June 30, 2022; accepted September 8, 2022.…”

Section: Introductionmentioning

confidence: 99%

Digital Transformation in Early Childhood Education: Teachers’ Self-regulated Model for Digital Learning

Aditya¹,

Andrisyah²

2023

IJIET

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The Covid-19 pandemic has impacted the world of education, especially for lower levels of education such as early childhood education. It has changed its teaching pattern into innovation by implementing online learning. Therefore, teachers need to have a good self-regulated strategy to achieve the online learning goals. This study aims to describe a conceptual model for representing the self-regulated strategy of early childhood teachers in digital learning using a quantitative survey approach. The data collection involved 100 early childhood teachers in Indonesia with a focus on the analysis of three aspects of teachers’ behavior in a digital learning environment: 1) IT experience, 2) IT motivation, and 3) online self-regulated strategy. The study proposed a conceptual model for teachers’ self-regulated strategy to implement digital learning. The study also noted that based on the technology perspective, both IT experience and IT motivation play a critical role in affecting teachers’ self-regulated strategy for digital learning. The main contribution of this study was to provide an understanding of the importance of a self-regulated strategy for teachers toward innovation in early childhood education in a digital learning environment. In doing so, the results of this study can be regarded as a starting point for incentive future research for the successful implementation of digital transformation in early childhood education.

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“…In addition, the number of studies investigating self-regulated online learning (SROL) for the distance education process is quite low. Various variables that may be related to SROL have been examined in studies in Turkey (Barut Tuğtekin, 2022;Çivril & Aruğaslan, 2022;Dönmez, 2021;Düzgün & Ünal, 2022;Koç, 2019;Meşe, 2021;Özdemir, 2018;Yetik, 2017;Taşçı, 2022;Tülübaş, 2022;Usta, 2011;Özdemir & Önal, 2021), and abroad (Hong, Lee & Ye, 2021;Broadbent & Poon, 2015;Barnard, Paton & Lan, 2008;Barnard-Brak, Paton & Lan, 2010;Ulfatun, Septiyani & Lesmana, 2021;He, Zhao & Su, 2022;Mahmud & German, 2021;Swafford, 2018;Sansato, Riyanti, Prostati, Triatmoko, Susanty & Yang, 2022). In these studies, SROL level and its relationship with some variables (such as length of stay online, gender, grade level, marital status, etc.…”

Section: Introductionmentioning

confidence: 99%

“…In these studies, SROL level and its relationship with some variables (such as length of stay online, gender, grade level, marital status, etc. ), (Mahmud & German, 2021;Barut & Tuğtekin, 2022;Çivril & Arugaslan, 2022;Özdemir, 2018;Özdemir & Önal, 2021), SROL profiles (Barnard-Brak et al, 2010), the effect of SROL on academic achievement (Broadbent & Poon, 2015;Tülübaş, 2022), SROL and online learning self-efficacy (Ulfatun et al, 2021;Sansato et al, 2022), motivation (Swafford, 2018), academic procrastination behavior (Hong et al, 2021), cognitive immersion (Koç, 2019), the relationship between academic achievement (Barnard et al, 2008;Düzgün & Ünal, 2022) and attitude towards the internet (Usta, 2011) and the effects of different learning environments (such as metacognitive judgment training, differentiated education, personalized feedback, metacognitive support training) on SROL (Meşe, 2021;Taşçı, 2022;Dönmez, 2021;Yetik, 2017) were examined. While a highly positive relationship was found between SROL and academic achievement, motivation, attitude towards the Internet, and online learning self-efficacy; a negative relationship was found between SROL and academic procrastination behavior.…”

Section: Introductionmentioning

confidence: 99%

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

SÖNMEZ

2023

Journal of Teacher Education and Lifelong Learning

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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.

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An Investigation into Pre-Service Teachers’ Self-Regulated Online Learning Perceptions

Abstract: This article may be used for research, teaching, and private study purposes.Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.

Cited by 9 publications

References 41 publications

Çevrim İçi Öğrenmede Öz-düzenleme Becerisinin Akademik Başarıya Etkisi

Çevrim İçi Öğrenmede Öz-düzenleme Becerisinin Akademik Başarıya Etkisi

Digital Transformation in Early Childhood Education: Teachers’ Self-regulated Model for Digital Learning

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

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