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Acil Uzaktan Öğrenimde Öğrencilerin Öz Düzenlemeli Öğrenmeye Yönelik Görüşlerinin Akademik Başarı İle İlişkisi

Year 2022, Volume: 24 Issue: 3, 531 - 544, 01.12.2022
https://doi.org/10.17556/erziefd.1053867

Abstract

Bu araştırmanın amacı, Covid-19 pandemisinde acil uzaktan öğrenmeye katılan üniversite öğrencilerindeki üç etkileşim (öğrenci-içerik, öğrenci-öğretmen, öğrenci-öğrenci) türünde öz düzenlemeli öğrenme durumları ile bu durumlarının akademik başarı ve bazı değişkenlerle (cinsiyet, yaş, eğitim düzeyi, alan, sınıf düzeyi) ilişkisini incelemektir. Araştırmanın katılımcılarını Covid-19 pandemisi acil uzaktan öğrenme sürecinde çevrimiçi öğrenmeye katılan Türkiye’de bir devlet üniversitesindeki 913 öğrenci oluşturmuştur. Araştırma sonucunda, bu süreçte öğrencilerin en fazla ücretsiz sanal sınıf uygulamalarını kullandıkları, ayrıca akıllı telefonlarını, ev ve telefon interneti ile birlikte çevrim içi öğrenmeye katılmada önemli bir araç olarak kullandıkları görülmektedir. Çevrimiçi öğrenmeye katılan öğrencilerin öz düzenlemeli öğrenme puanlarına göre yaşı büyük olanların yaşı küçük olanlara göre ortalamalarının daha yüksek olduğu, üst sınıflarda okuyan öğrencilerin alt sınıflarda okuyan öğrencilere göre ortalamalarının daha yüksek olduğu, ön lisans öğrencilerinin lisans öğrencilerine göre ortalamalarının daha yüksek olduğu, ön lisans ve sosyal bilim programlarındaki öğrencilerin fen, mühendislik, sağlık ve öğretmenlik öğrencilerinin ortalamalarına göre daha yüksek olduğu görülmektedir. Ayrıca öz düzenlemeli öğrenme düzeyleri yüksek olan öğrencilerin, akademik başarılarının da yüksek olduğu görülmektedir. Çevrim içi öğrenme ortamlarında öz düzenlemeli öğrenme ile ilişkili önemli bir unsurun başarı olduğu söylenebilir. Başka bir ifade ile öz düzenlemeli öğrenme becerilerinin başarıyı arttırdığı ifade edilebilir.

References

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  • Atılgan, B. (2021). Tıp fakültesi öğrencilerinin gözünden acil uzaktan öğretim sürecinin değerlendirilmesi. Sürekli Tıp Eğitimi Dergisi, 29(6), 396-406. https://doi.org/10.17942/sted.837551
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  • Barnard-Brak, L., Paton, V. ve Lan, W. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distributed Learning, 11(1), 61–80. https://doi.org/10.19173/irrodl.v11i1.769
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  • Hooper, D., Coughlan, J. ve Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
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  • Jonassen, D., Davidson, M., Collins, M., Campbell, J. ve Haag, B.B. (1995). Constructivism and computer‐mediated communication in distance education. American Journal of Distance Education 9(2), 7–26. https://doi.org/10.1080/08923649509526885
  • Keskin, M. ve Özer Kaya, D. (2020). Evaluation of students’ feedbacks on web-based distance education in the Covid-19 process. İzmir Katip Çelebi University Faculty of Health Sciences Journal, 5(2), 59-67.
  • King, F. B., Harner, M. ve Brown, S. W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media, 27(2): 147–156.
  • Ku, D. T. ve Chang, C. S. (2011). The effect of academic discipline and gender difference on Taiwanese college students’ learning styles and strategies in web-based learning environments. Turkish Online Journal of Educational Technology, 10(3), 265-272.
  • McLoughlin C. ve Lee M. J. (2010). Personalised and self regulated learning in the web 2.0 era: international exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. https://doi.org/10.14742/ajet.1100
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Exploring the Association Between Students’ Views on Self-Regulated Learning and Academic Achievement in Emergency Remote Learning

Year 2022, Volume: 24 Issue: 3, 531 - 544, 01.12.2022
https://doi.org/10.17556/erziefd.1053867

Abstract

The present study aimed to explore higher education students’ self-regulated learning in three types of interaction in emergency remote learning and the associations of these situations with their academic achievement and some demographic variables. The sample consisted of 913 students at a state university of the 2020-2021 academic year in Turkey. The findings revealed that the students mostly adopted free virtual classroom applications in emergency remote learning and used their smartphones as an important tool to participate in online classes through their home internet and mobile data. It was also found that the older students had higher self-regulated learning scores than the younger ones. Not surprisingly, it was also the case between senior and junior students. The associate degree students had a higher mean self-regulated learning score than the undergraduate students. Finally, the participants majoring in social sciences and those enrolled in associate degree programs scored higher on the Online Self-Regulation Questionnaire than the science, engineering, health sciences, and teaching students. Furthermore, it was concluded that the students with a high level of self-regulated learning had greater academic achievement. Therefore, it can be asserted that achievement is a remarkable factor associated with self-regulated learning in online learning environments.

References

  • Aksoy, D. A., Bozkurt, A. ve Kurşun, E. (2021). Yükseköğretim öğrencilerinin koronavirüs (Covid-19) pandemi sürecinde uzaktan eğitime yönelik algıları. Anadolu University Journal of Education Faculty, 5(3), 285-308. https://doi.org/10.34056/aujef.900375
  • Albelbisi, N. A. ve Yusop, F. D. (2019). Factors influencing learners’ self–regulated learning skills in a Massive Open Online Course (MOOC) environment. Turkish Online Journal of Distance Education, 20(3), 1-16.
  • Ally, M. (2004). Foundations of educational theory for online learning. Theory and Practice of Online Learning, 2, 15-44.
  • Atılgan, B. (2021). Tıp fakültesi öğrencilerinin gözünden acil uzaktan öğretim sürecinin değerlendirilmesi. Sürekli Tıp Eğitimi Dergisi, 29(6), 396-406. https://doi.org/10.17942/sted.837551
  • Atmojo, S. E., Muhtarom, T. ve Lukitoaji, B. D. (2020). The level of self-regulated learning and self-awareness in science learning in the Covid-19 pandemic era. Jurnal Pendidikan IPA Indonesia, 9(4), 512-520.
  • Barnard-Brak, L., Paton, V. ve Lan, W. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distributed Learning, 11(1), 61–80. https://doi.org/10.19173/irrodl.v11i1.769
  • Bıyıklı, C. ve Özgür, A. O. (2021). Öğretmenlerin senkron uzaktan eğitim sürecinde yaşanan sorunlara ilişkin çözüm önerileri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 7(1), 110-147.
  • Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445-457. https://doi.org/10.1016/S08830355(99)00014-2
  • Boekaerts, M., Zeidner, M. ve Pintrich, P. R. (Eds.). (1999). Handbook of self-regulation. USA: Elsevier.
  • Bozkurt, A. ve Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  • Broadbent, J. ve Poon, W. L. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2009). Bilimsel araştırma yöntemleri. (4. Baskı). Ankara: Pegem Akademi Yayınları.
  • Cai, R., Wang, Q., Xu, J. ve Zhou, L. (2020). Effectiveness of students’ self-regulated learning during the COVID-19 pandemic. Sci Insigt, 34(1), 175-182.
  • Cho, M. H. ve Cho, Y. (2017). Self-regulation in three types of online interaction: a scale development. Distance Education, 38(1), 70-83.
  • Cohen, L., Manion, L. ve Morrison, K. (2007). Research methods in education. (6. Baskı). London: Routhledge.
  • Çakır, R., Kara, M. ve Kukul, V. (2019). Adaptation of the Online Self-Regulation Questionnaire (OSRQ) in three types of interaction into Turkish: a validity and reliability study. Eğitim Teknolojisi Kuram ve Uygulama, 9(2), 332-348.
  • Dede, N., Keskin, A., Öztürk, E. ve Gülcan Keskin, M. (2021). Covid-19 süreci ile başlayan uzaktan eğitimde ortaokul öğrencilerinin öz düzenleme ve derse katılım ilişkisinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (39), 126-134.
  • Dikmen, S. ve Bahçeci, F. (2020). Strategies of higher education institutions for distance education in the Covid-19 pandemic process: example of Fırat University. Turkish Journal of Educational Studies,7(2), 78-98. https://doi.org/10.33907/turkjes.721685
  • Dunn K. E. ve Rakes G. C., (2015) Exploring online graduate students’ responses to online self-regulation training. Journal of Interactive Online Learning, 13(4), 1-21.
  • Duzgun, S. ve Basaran, M. (2021). The effect of self-regulated learning on success during distance education. International Online Journal of Educational Sciences, 13(5), 1577-1589. https://doi.org/10.15345/iojes.2021.05.017
  • Effeney, G, Carroll, A. ve Bahr, N. (2013). Self-Regulated learning: key strategies and their sources in a sample of adolescent males. Australian Journal of Educational & Developmental Psychology, 13, 58-74.
  • Eker, C. (2014). A comparative approach to self-regulated learning models, Turkish Studies, 9(8), 417-433. DOI: 10.7827/TurkishStudies.7222
  • Feather, N. T. (1988). Values, valences, and course enrollment: Testing the role of personal values within an expectancy-valence framework. Journal of Educational Psychology 80(3): 381–391.
  • Fraenkel, J.R., Wallen, N. E. ve Hyun, H. H. (2011). How to design and evaluate research in education. (8. Baskı). New York: McGraw-Hill.
  • Golden, C. (2020). Remote teaching: The glass half-full. EDUCAUSE Review. https://er.educause.edu/blogs/2020/3/remote-teaching-the-glass-half-full 23.03.2020
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. ve Tatham, R. L. (2013). Multivariate data analysis. Essex, England.
  • Hee, O. C, Ping, L. L., Rizal, A. M., Kowang, T. O. ve Fei, G. C. (2019). Exploring lifelong learning outcomes among adult learners via goal orientation and information literacy self-efficacy. International Journal of Evaluation and Research in Education, 8(4), 616-623, https://doi.org/10.11591/ijere.v8i4.20304
  • Hodges, C., Moore, S., Lockee, B., Trust, T. ve Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning 27.03.2020
  • Hong, J. C., Lee, Y. F. ve Ye, J. H. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and Individual Differences, 174, 110673.
  • Hooper, D., Coughlan, J. ve Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Hu, L. T. ve Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
  • Jarvela, S. ve Jarvenoja, H. (2011) Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-74.
  • Jonassen, D., Davidson, M., Collins, M., Campbell, J. ve Haag, B.B. (1995). Constructivism and computer‐mediated communication in distance education. American Journal of Distance Education 9(2), 7–26. https://doi.org/10.1080/08923649509526885
  • Keskin, M. ve Özer Kaya, D. (2020). Evaluation of students’ feedbacks on web-based distance education in the Covid-19 process. İzmir Katip Çelebi University Faculty of Health Sciences Journal, 5(2), 59-67.
  • King, F. B., Harner, M. ve Brown, S. W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media, 27(2): 147–156.
  • Ku, D. T. ve Chang, C. S. (2011). The effect of academic discipline and gender difference on Taiwanese college students’ learning styles and strategies in web-based learning environments. Turkish Online Journal of Educational Technology, 10(3), 265-272.
  • McLoughlin C. ve Lee M. J. (2010). Personalised and self regulated learning in the web 2.0 era: international exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. https://doi.org/10.14742/ajet.1100
  • Mulaik, S. A., James, L. R., Van Alstine, J., Bennett, N., Lind, S. ve Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105(3), 430-445.
  • Ozdemır, D. ve Ugur, M. E. (2020). Model proposal on the determination of student attendance in distance education with face recognition technology. Turkish Online Journal of Distance Education, 22(1), 19-32. https://doi.org/10.17718/tojde.849872
  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648-004-0006-x
  • Pintrich, P. R. ve B. Schrauben. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. In Student perceptions in the classroom: Causes and consequences, ed. D. Schunk and J. Meece, 149–183. Hillsdale, NJ: Erlbaum.
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There are 62 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section In This Issue
Authors

Serkan Düzgün 0000-0001-8635-4181

Fatma Ünal 0000-0003-1829-2999

Early Pub Date November 5, 2022
Publication Date December 1, 2022
Acceptance Date August 3, 2022
Published in Issue Year 2022 Volume: 24 Issue: 3

Cite

APA Düzgün, S., & Ünal, F. (2022). Acil Uzaktan Öğrenimde Öğrencilerin Öz Düzenlemeli Öğrenmeye Yönelik Görüşlerinin Akademik Başarı İle İlişkisi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 24(3), 531-544. https://doi.org/10.17556/erziefd.1053867