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

Atilla Özdemir; Ahmet Önal

doi:10.33200/ijcer.865189

Araştırma Makalesi

Yıl 2021, Cilt: 8 Sayı: 2, 143 - 159, 30.06.2021

Atilla Özdemir Ahmet Önal

https://doi.org/10.33200/ijcer.865189

Cited By: 3

Öz

Kaynakça

Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd Ed.), 3-31.
Arias Soto, L. & González Gutiérrez, Y. (2019). Digital literacy and basic self-regulation habits in early childhood learning of English as a Foreign Language. Folios, 49, 177–196.
Bayrak, M., Aydemir, M. & Karaman, S. (2017). An investigation of the learning styles and the satisfaction levels of the distance education students. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(1), 231-263.
Boettcher, J.V. & Conrad, R.M. (2016). The online teaching survival guide (2nd ed.). John Wiley & Sons.
Boz Yüksekdağ, B. (2016). Açık ve uzaktan eğitimde öğrenme. AUAd, 2(4), 127-138.
Büyüköztürk, Y. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı, Kuram ve Uygulamada Eğitim Yönetimi. 32 (32), 470-483. Retrieved from https://dergipark.org.tr/tr/pub/kuey/issue/10365/126871.
Cho, M. H. & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. https://doi.org/10.1080/01587919.2013.835770
Davis, T. L. (1995). Gender differences in masking negative emotions: Ability or motivation?. Develop. Psychol., 31, 660-667.
Demirbag, M. & Bahcivan, E. (2021). Comprehensive exploration of digital literacy: Embedded with self‑regulation and epistemological beliefs. Journal of Science Education and Technology, (2021). https://doi.org/10.1007/s10956-020-09887-9.
Devran, Y. & Elitaş, T. (2016). Uzaktan eğitim: fırsatlar ve tehditler. AJIT-e: Online Academic Journal of Information Technology, 8(27), 31-40.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. OUP.
Eby, G. (2013). Uzaktan eğitim (UZE) ortamlarının tasarımı: Yazılım mühendisliği yaşam döngüsü yaklaşımı. Kültür.
Eygü, H. & Karaman, S. (2013). Uzaktan eğitim öğrencilerinin memnuniyet algıları üzerine bir araştırma. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 3(1), 36–59.
Fan, X. Thompson, B. & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6(1), 56-83.
Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (3rd Ed.). SAGE Publications Ltd.
Gestsdottir, S., von Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdottir, F, Gunzenhauser, C. & McClelland, M. (2014). Early behavioral self-regulation, academic achievement, and gender: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18, 90-109. https://doi.org/10.1080/10888691.2014.894870
Hadwin, A., Järvelä, S. & Miller, M. (2017). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 83-106. Routledge Taylor & Francis Group.
Hartnett, M. (2016). Motivation in online education. Springer.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Henson, R. K. & Roberts, J. K. (2006). Exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416.
Howitt, D. & Cramer, D. (2011). Introduction to SPSS statistics in psychology: For version 19 and earlier (5th Ed.). Pearson Education Limited.
Hoyle, R. H. & Dent A. L. (2017). Developmental trajectories of skills and abilities relevant for self-regulation of learning and performance. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 49-63. Routledge Taylor & Francis Group.
Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Jansen, R., Van Leeuwen, A., Janssen, J. & Kester, L. (2018). Validation of the revised self-regulated online learning questionnaire. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning. EC-TEL 2018.: Lecture Notes in Computer Science, (11082), https://doi.org/10.1007/978-3-319-98572-5_9.
Jansen, R.S., van Leeuwen, A., Janssen, J., Kester, L. & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. J. Comput. High. Educ., 29, 6–27.
Järvenoja, H., Järvelä, S. & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50 (3), 204-219.
Jöreskog, K.G. & Sörbom, D. (1993). Lisrel 8: Structural equation modelling with simplis command language. Scientific Software International Inc.
Karasar, N. (2000). Bilimsel araştırma yöntemi (10. Baskı). Nobel Yayın Dağıtım.
Karasu, G. & Sarı, Y. E. (2019). Uzaktan eğitim ve yabancı dil öğrenme özerkliği. Diyalog, 2019(2), 321-334.
Kavrat, B. & Türel, Y. K. (2013). Çevrimiçi uzaktan eğitimde öğretmen rollerini ve yeterliliklerini belirleme ölçeği geliştirme. The Journal of Instructional Technologies &Teacher Education, 1(3), 23-33.
Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması. Ege Eğitim Dergisi, 2016(17), 258-271.
Kirk, R. E. (2008). Statistics an introduction (5th Ed.). Thomson Higher Education.
Koç, E. (2020). An evaluation of distance learning in higher education through the eyes of course instructors. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 25-39.
Kramarski, B. (2017). Teachers as agents in promoting students’ srl and performance. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 223-239. Routledge Taylor & Francis Group.
Krusekopf, C. (2019). Internationalisation of online learning: A double degree model. In Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (Eds). The disruptive power of online education: Challenges, opportunities, responses, 63-80. Emerald Publishing.
Marsh, H. W. & Hocevar, D. (1988). A new, more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis. Journal of Applied Psychology, 73(1), 107–117. https://doi.org/10.1037/0021-9010.73.1.107
McAvinia, C. (2016). Online learning and its users: Lessons for higher education. Chandos Publishing/Elsevier.
McInerney, D. M. & King, R. B. (2017). Culture and self-regulation in educational contexts. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 485-502. Routledge Taylor & Francis Group.
McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (2nd Ed.). Cambridge University Press.
Meece, J. L. & Painter, J. (2008). Gender, self-regulation, and motivation. In Schunk, D. H. & Zimmerman, B. J. (Eds.). Motivation and self-regulated learning: Theory, research, and applications, 339-367. Lawrence Erlbaum Associates Publishers.
Mertler, C. A. & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd Ed.). Pyrczak Publishing.
Mevarech, Z. R., Verschaffel, L. & De Corte, E. (2017). Metacognitive pedagogies in mathematics classrooms. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 109-123. Routledge Taylor & Francis Group.
Moore, M. & Kearsley, G. (2011). Distance education: A systems view of online learning. Wadsworth Publishing.
Nunan, D. (1992). Research methods in language learning. Cambridge University Press.
Obexer, R. (2019). Scaling online learning: The case for a programme-level approach. In Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (Eds). The disruptive power of online education: Challenges, opportunities, responses, 7-26. Emerald Publishing.
Özgür, H. (2013). Learning styles of distance education students: Trakya university sample. Trakya University Journal of Education, 3(2), 85-91.
Pagano, R. R. (2009). Understanding statistics in the behavioral sciences (9th Ed.). Wadsworth, Cengage Learning.
Perry, N. E., Hutchinson, L. & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47 (2), 97-108.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, 451-502. Academic.
Puustinen, M. & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
Schmitt, T. A. (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29, 304-321.
Simonson, M., Smaldino, S. & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). IAP.
Sinatra, G. M. & Taasoobshirazi, G. (2017). The self-regulation of learning and conceptual change in science. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 153-165. Routledge Taylor & Francis Group.
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. Lawrance Erlbaum Association, Inc.
Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th Ed.). Taylor and Francis Group, LLC.
Tabachnick, B. G. & Fidel, L. S. (2014). Using multivariate statistics (6th Ed.). Pearson Education Limited.
Thiede, K. W. & de Bruin, A. B. H. (2017). Self-regulated learning in reading. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 124-137. Routledge Taylor & Francis Group.
Thode, H. C. (2002). Testing for normality. Marcel Dekker, Inc.
Tseng, W.T., Liu, H. & Nix, J.M.L. (2017). Self-regulation in language learning: Scale validation and gender effects. Perceptual & Motor Skills, 124(2), 531-548.
Usher, E. L. & Shunk, D. H. (2017). Social cognitive theoretical perspective of self-regulation. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 19-35. Routledge Taylor & Francis Group.
Wang, L. (2019). Research on assessment of online foreign language teaching system. Advances in Social Science, Education and Humanities Research, 357, 117-120.
Weis, M., Heikamp, T. & Trommsdorrf, G. (2013). Gender differences in school achievement: The role of self-regulation. Frontiers in Psychology, 4 (442), 1-10.
Wilcox, R. (2012). Comparing two independent groups via a quantile generalization of the wilcoxon-mann-whitney test. Journal of Modern Applied Statistical Methods, 11, 296-302.
Winne, P. H. (2017). Cognition and metacognition within self-regulated learning. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 36-48. Routledge Taylor & Francis Group.
Wolters, C. A. & Won, S. (2017). Validity and the use of self-report questionnaires to assess self-regulated learning. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 307-322. Routledge Taylor & Francis Group.
Zimmerman, B. J. (2000). Attaining self-regulation. In Boekaerts, M., Pintrich, P. R. & Zeidner, M. (Eds). Handbook of self-regulation, 13-39. Academic Press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.

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

Yıl 2021, Cilt: 8 Sayı: 2, 143 - 159, 30.06.2021

Atilla Özdemir Ahmet Önal

https://doi.org/10.33200/ijcer.865189

Cited By: 3

Öz

The sudden outbreak of Covid-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers’ self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers’ perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers’ self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.

Anahtar Kelimeler

Self-regulation, Self-regulated online learning, Distance education

Kaynakça

Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd Ed.), 3-31.
Arias Soto, L. & González Gutiérrez, Y. (2019). Digital literacy and basic self-regulation habits in early childhood learning of English as a Foreign Language. Folios, 49, 177–196.
Bayrak, M., Aydemir, M. & Karaman, S. (2017). An investigation of the learning styles and the satisfaction levels of the distance education students. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 46(1), 231-263.
Boettcher, J.V. & Conrad, R.M. (2016). The online teaching survival guide (2nd ed.). John Wiley & Sons.
Boz Yüksekdağ, B. (2016). Açık ve uzaktan eğitimde öğrenme. AUAd, 2(4), 127-138.
Büyüköztürk, Y. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı, Kuram ve Uygulamada Eğitim Yönetimi. 32 (32), 470-483. Retrieved from https://dergipark.org.tr/tr/pub/kuey/issue/10365/126871.
Cho, M. H. & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301. https://doi.org/10.1080/01587919.2013.835770
Davis, T. L. (1995). Gender differences in masking negative emotions: Ability or motivation?. Develop. Psychol., 31, 660-667.
Demirbag, M. & Bahcivan, E. (2021). Comprehensive exploration of digital literacy: Embedded with self‑regulation and epistemological beliefs. Journal of Science Education and Technology, (2021). https://doi.org/10.1007/s10956-020-09887-9.
Devran, Y. & Elitaş, T. (2016). Uzaktan eğitim: fırsatlar ve tehditler. AJIT-e: Online Academic Journal of Information Technology, 8(27), 31-40.
Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. OUP.
Eby, G. (2013). Uzaktan eğitim (UZE) ortamlarının tasarımı: Yazılım mühendisliği yaşam döngüsü yaklaşımı. Kültür.
Eygü, H. & Karaman, S. (2013). Uzaktan eğitim öğrencilerinin memnuniyet algıları üzerine bir araştırma. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 3(1), 36–59.
Fan, X. Thompson, B. & Wang, L. (1999). Effects of sample size, estimation methods, and model specification on structural equation modeling fit indexes. Structural Equation Modeling, 6(1), 56-83.
Field, A. (2009). Discovering statistics using SPSS (and sex and drugs and rock ‘n’ roll) (3rd Ed.). SAGE Publications Ltd.
Gestsdottir, S., von Suchodoletz, A., Wanless, S. B., Hubert, B., Guimard, P., Birgisdottir, F, Gunzenhauser, C. & McClelland, M. (2014). Early behavioral self-regulation, academic achievement, and gender: Longitudinal findings from France, Germany, and Iceland. Applied Developmental Science, 18, 90-109. https://doi.org/10.1080/10888691.2014.894870
Hadwin, A., Järvelä, S. & Miller, M. (2017). Self-regulation, co-regulation, and shared regulation in collaborative learning environments. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 83-106. Routledge Taylor & Francis Group.
Hartnett, M. (2016). Motivation in online education. Springer.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Henson, R. K. & Roberts, J. K. (2006). Exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological Measurement, 66(3), 393-416.
Howitt, D. & Cramer, D. (2011). Introduction to SPSS statistics in psychology: For version 19 and earlier (5th Ed.). Pearson Education Limited.
Hoyle, R. H. & Dent A. L. (2017). Developmental trajectories of skills and abilities relevant for self-regulation of learning and performance. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 49-63. Routledge Taylor & Francis Group.
Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
Jansen, R., Van Leeuwen, A., Janssen, J. & Kester, L. (2018). Validation of the revised self-regulated online learning questionnaire. In V. Pammer-Schindler, M. Pérez-Sanagustín, H. Drachsler, R. Elferink, & M. Scheffel (Eds.), Lifelong Technology-Enhanced Learning. EC-TEL 2018.: Lecture Notes in Computer Science, (11082), https://doi.org/10.1007/978-3-319-98572-5_9.
Jansen, R.S., van Leeuwen, A., Janssen, J., Kester, L. & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. J. Comput. High. Educ., 29, 6–27.
Järvenoja, H., Järvelä, S. & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50 (3), 204-219.
Jöreskog, K.G. & Sörbom, D. (1993). Lisrel 8: Structural equation modelling with simplis command language. Scientific Software International Inc.
Karasar, N. (2000). Bilimsel araştırma yöntemi (10. Baskı). Nobel Yayın Dağıtım.
Karasu, G. & Sarı, Y. E. (2019). Uzaktan eğitim ve yabancı dil öğrenme özerkliği. Diyalog, 2019(2), 321-334.
Kavrat, B. & Türel, Y. K. (2013). Çevrimiçi uzaktan eğitimde öğretmen rollerini ve yeterliliklerini belirleme ölçeği geliştirme. The Journal of Instructional Technologies &Teacher Education, 1(3), 23-33.
Kışla, T. (2016). Uzaktan eğitime yönelik tutum ölçeği geliştirme çalışması. Ege Eğitim Dergisi, 2016(17), 258-271.
Kirk, R. E. (2008). Statistics an introduction (5th Ed.). Thomson Higher Education.
Koç, E. (2020). An evaluation of distance learning in higher education through the eyes of course instructors. Akdeniz Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 25-39.
Kramarski, B. (2017). Teachers as agents in promoting students’ srl and performance. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 223-239. Routledge Taylor & Francis Group.
Krusekopf, C. (2019). Internationalisation of online learning: A double degree model. In Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (Eds). The disruptive power of online education: Challenges, opportunities, responses, 63-80. Emerald Publishing.
Marsh, H. W. & Hocevar, D. (1988). A new, more powerful approach to multitrait-multimethod analyses: Application of second-order confirmatory factor analysis. Journal of Applied Psychology, 73(1), 107–117. https://doi.org/10.1037/0021-9010.73.1.107
McAvinia, C. (2016). Online learning and its users: Lessons for higher education. Chandos Publishing/Elsevier.
McInerney, D. M. & King, R. B. (2017). Culture and self-regulation in educational contexts. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 485-502. Routledge Taylor & Francis Group.
McKillup, S. (2012). Statistics explained: An introductory guide for life scientists (2nd Ed.). Cambridge University Press.
Meece, J. L. & Painter, J. (2008). Gender, self-regulation, and motivation. In Schunk, D. H. & Zimmerman, B. J. (Eds.). Motivation and self-regulated learning: Theory, research, and applications, 339-367. Lawrence Erlbaum Associates Publishers.
Mertler, C. A. & Vannatta, R. A. (2005). Advanced and multivariate statistical methods: Practical application and interpretation (3rd Ed.). Pyrczak Publishing.
Mevarech, Z. R., Verschaffel, L. & De Corte, E. (2017). Metacognitive pedagogies in mathematics classrooms. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 109-123. Routledge Taylor & Francis Group.
Moore, M. & Kearsley, G. (2011). Distance education: A systems view of online learning. Wadsworth Publishing.
Nunan, D. (1992). Research methods in language learning. Cambridge University Press.
Obexer, R. (2019). Scaling online learning: The case for a programme-level approach. In Altmann, A., Ebersberger, B., Mössenlechner, C. & Wieser, D. (Eds). The disruptive power of online education: Challenges, opportunities, responses, 7-26. Emerald Publishing.
Özgür, H. (2013). Learning styles of distance education students: Trakya university sample. Trakya University Journal of Education, 3(2), 85-91.
Pagano, R. R. (2009). Understanding statistics in the behavioral sciences (9th Ed.). Wadsworth, Cengage Learning.
Perry, N. E., Hutchinson, L. & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47 (2), 97-108.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, 451-502. Academic.
Puustinen, M. & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269-286.
Schmitt, T. A. (2011). Current methodological considerations in exploratory and confirmatory factor analysis. Journal of Psychoeducational Assessment, 29, 304-321.
Simonson, M., Smaldino, S. & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.). IAP.
Sinatra, G. M. & Taasoobshirazi, G. (2017). The self-regulation of learning and conceptual change in science. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 153-165. Routledge Taylor & Francis Group.
Stevens, J. P. (2002). Applied multivariate statistics for the social sciences. Lawrance Erlbaum Association, Inc.
Stevens, J. P. (2009). Applied multivariate statistics for the social sciences (5th Ed.). Taylor and Francis Group, LLC.
Tabachnick, B. G. & Fidel, L. S. (2014). Using multivariate statistics (6th Ed.). Pearson Education Limited.
Thiede, K. W. & de Bruin, A. B. H. (2017). Self-regulated learning in reading. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 124-137. Routledge Taylor & Francis Group.
Thode, H. C. (2002). Testing for normality. Marcel Dekker, Inc.
Tseng, W.T., Liu, H. & Nix, J.M.L. (2017). Self-regulation in language learning: Scale validation and gender effects. Perceptual & Motor Skills, 124(2), 531-548.
Usher, E. L. & Shunk, D. H. (2017). Social cognitive theoretical perspective of self-regulation. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 19-35. Routledge Taylor & Francis Group.
Wang, L. (2019). Research on assessment of online foreign language teaching system. Advances in Social Science, Education and Humanities Research, 357, 117-120.
Weis, M., Heikamp, T. & Trommsdorrf, G. (2013). Gender differences in school achievement: The role of self-regulation. Frontiers in Psychology, 4 (442), 1-10.
Wilcox, R. (2012). Comparing two independent groups via a quantile generalization of the wilcoxon-mann-whitney test. Journal of Modern Applied Statistical Methods, 11, 296-302.
Winne, P. H. (2017). Cognition and metacognition within self-regulated learning. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 36-48. Routledge Taylor & Francis Group.
Wolters, C. A. & Won, S. (2017). Validity and the use of self-report questionnaires to assess self-regulated learning. In Shunk, D. H. & Greene, J. A. (Eds). Handbook of self-regulation of learning and performance (2nd Ed.), 307-322. Routledge Taylor & Francis Group.
Zimmerman, B. J. (2000). Attaining self-regulation. In Boekaerts, M., Pintrich, P. R. & Zeidner, M. (Eds). Handbook of self-regulation, 13-39. Academic Press.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.

Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Bölüm	Articles
Yazarlar	Atilla Özdemir 0000-0003-4775-4435 Ahmet Önal 0000-0002-5325-4958
Yayımlanma Tarihi	30 Haziran 2021
Yayımlandığı Sayı	Yıl 2021 Cilt: 8 Sayı: 2

Kaynak Göster

APA	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. https://doi.org/10.33200/ijcer.865189