Research Article
BibTex RIS Cite

Investigation of Higher Education Students' Use of Learning Strategies in Distance Education

Year 2023, Volume: 4 Issue: 2, 222 - 253, 31.12.2023
https://doi.org/10.52911/itall.1376749

Abstract

In addition to developing learning strategies, it is essential to determine students' mastery of these skills. In this context, the purpose of this study is to adapt into Turkish the instrument developed by Meijs et al. (2019) in order to determine the use of learning strategies required by learners in distance education environments. The second objective is to analyze the data to be obtained from the adapted scale in terms of multiple variables and to disclose the status of students' use of learning strategies in environments of distance education in Turkey. In this research, a survey study design was used to fully reveal the learning strategies that students use for distance education. The Motivated Strategies for Learning Questionnaire Part B Distance Education (MSQL-B DE) scale and a personal information form containing demographic and other student information served as data collection instruments. In this research, both EFA and CFA were applied. Additionally, the parameters derived from Confirmatory Factor Analysis indicated that the model was compatible. Complex cognitive strategy use has the highest mean when the findings are analyzed according to the means. Simple cognitive strategy use, academic thinking, and time, resource, and effort management are the respective strategies used. Compared to the other strategies, communication with others was determined to be the least utilized. The results of the study contain as many diverse elements as possible in accordance with the literature on the application of learning strategies in the distance education process. In future research, it may be possible to investigate various aspects of learning strategies in distance education, including course processing and academic achievement.

Ethical Statement

Bu çalışmada tüm bilimsel etik kurallara uyulmuştur.

Supporting Institution

-

Thanks

-

References

  • Afşar, B., & Büyükdoğan, B. (2020). Covid-19 pandemisi döneminde İİBF ve SBBF öğrencilerinin uzaktan eğitim hakkındaki değerlendirmeleri. Karatay Sosyal Araştırmalar Dergisi, (5), 161-182.
  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. . https://doi.org/10.1016/j.ijedro.2020.100011
  • Al-Qahtani, M. F. (2013). Relationship between English language, learning strategies, attitudes, motivation, and students' academic achievement. Education in Medicine Journal, 5(3). . https://doi.org/10.5959/eimj.v5i3.124
  • Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154.
  • Allen, I. E., & Seaman, J. (2017). Digital Compass Learning: Distance Education Enrollment Report 2017. Babson survey research group. https://eric.ed.gov/?id=ed580868.
  • Alkan, C. (1987). Açıköğretim “Uzaktan Eğitim Sistemlerinin Karşılaştırmalı Olarak İncelenmesi”. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları, 157.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260. https://doi.org/10.1037/0022-0663.80.3.260
  • Anthonysamy, L. Koo, A.C., & Hew, S.H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education Information Technologies, 25, 2393–2414. . https://doi.org/10.1007/s10639-020-10201-8.
  • Artino, A. R. & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. Internet and Higher Education, 12, 146–151. https://doi.org/10.1016/j.iheduc.2009.02.001
  • Aslan, Ö. (2006). Öğrenmenin yeni yolu: E-Öğrenme. Fırat Üniversitesi Sosyal Bilimler Dergisi, 16(2), 121-131.
  • Ates, H., & Alsal, K. (2012). The importance of lifelong learning has been increasing. Procedia-Social and Behavioral Sciences, 46, 4092-4096. https://doi.org/10.1016/j.sbspro.2012.06.205
  • Aydemir, A. (2021). Uzaktan eğitim sürecinde öğretmen ile öğrenci-veli iletişimi: Sosyal bilgiler öğretmenlerinin deneyimleri. MANAS Sosyal Araştırmalar Dergisi, 10(2), 813-827. https://doi.org/10.33206/mjss.824033
  • Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4, 87-95. https://doi.org/10.1007/s11409-009-9035-7
  • Bağrıacık Yılmaz, A., & Karataş, S. (2022). Why do open and distance education students drop out? Views from various stakeholders. International Journal of Educational Technology in Higher Education, 19(1), 1-22. https://doi.org/10.1186/s41239-022-00333-x
  • Bakar, M. A. A., & Ismail, N. (2020). Mathematical instructional: a conceptual of redesign of active learning with metacognitive regulation strategy. International Journal of Instruction, 13(3), 633-648. https://doi.org/10.29333/iji.2020.13343a
  • Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40, 193-211. https://doi.org/10.1007/s11251-011-9167-4
  • Başarıcı, R. (2012). İnternet Tabanlı Uzaktan Eğitim Programlarında Öğrenme Stratejileri Kullanımı (Yayımlanmamış Yüksek Lisans Tezi). Marmara Üniversitesi.
  • Batur, M. (2022). Yeni iletişim teknolojileri çerçevesinde uzaktan eğitimde iletişim ve etkileşim. Sosyal Bilimler Araştırmaları Dergisi, 12(2), 1501-1518. https://doi.org/10.48146/odusobiad.1119448
  • Bernt, F. M., & Bugbee, A. C. (1993). Study practices and attitudes related to academic success in a distance learning programme. Distance Education, 14(1), 97-112. https://doi.org/10.1080/0158791930140108
  • Bilgiç, H. G., & Tüzün, H. (2020). Issues and challenges with web-based distance education programs in Turkish Higher Education Institutes. Turkish Online Journal of Distance Education, 21(1), 143-164. https://doi.org/10.17718/tojde.690385
  • Bol, L., & Garner, J. K. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23, 104-123. https://doi.org/10.1007/s12528-011-9046-7
  • Bozkurt, A. (2019). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. S Şişman-Uğur and G Kurubacak (Eds). In Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch016
  • Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom research into edX's first MOOC. Research & Practice in Assessment, 8, 13-25.
  • 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. https://doi.org/10.1016/j.iheduc.2015.04.007
  • Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. International Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004
  • Burns, M. (2023). Distance Education for Teacher Training: Modes, Models and Methods (2nd Edition). Education Development Center.
  • Cera, R., Mancini, M., & Antonietti, A. (2013). Relationship between metacognition, self-efficacy and self-regulation in learning. ECPS-Journal,7,2013. https://doi.org/10.7358/ecps-2013-007-cera
  • Clarizia, F., De Santo, M., Lombardi, M., & Santaniello, D. (2021). E-learning and industry 4.0: A chatbot for training employees. In Proceedings of Fifth International Congress on Information and Communication Technology: ICICT 2020, London, Volume 2 (pp. 445-453). Springer. DOI:10.1007/978-981-15-5859-7_44
  • Cook, E., Kennedy, E., & McGuire, S. Y. (2013). Effect of teaching metacognitive learning strategies on performance in general chemistry courses. Journal of Chemical Education, 90(8), 961-967. https://doi.org/10.1021/ed300686h
  • Corner, S. (2009). Choosing the right type of rotation in PCA and EFA. JALT Testing & Evaluation SIG Newsletter, 13(3), 20-25.
  • Credé, M., & Phillips, L. A. (2011). A Meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21, 337–346. https://doi.org/10.1016/j.lindif.2011.03.002
  • Creswell, J. (2013). Research design: qualitative, quantitative, and mixed methods approach. Sage.
  • Dabbagh, N. & Kitsantas, A. (2004). Supporting Self-Regulation in Student-Centered Web-Based Learning Environments. International Journal on E-Learning, 3(1), 40-47. Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/4104/.
  • Degol, J. L., Wang, M. T., Zhang, Y., & Allerton, J. (2018). Do growth mindsets in Math benefit females? Identifying pathways between gender, mindset, and motivation. Journal of Youth and Adolescence, 47(5), 976–990. https://doi.org/10.1007/s10964-017-0739-8
  • Dhanarajan, G. (2001) Distance education: Promise, performance and potential. Open learning: The Journal of Open, Distance and e-Learning, 16(1), 61-68. https://doi.org/10.1080/02680510124465
  • Diseth, Å, Meland, E., & Breidablik, H. J. (2014). Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence. Learning and Individual Differences, 35, 1–8. DOI:10.1016/j.lindif.2014.06.003
  • Donker, A. S., De Boer, H., Kostons, D., Van Ewijk, C. D., & Van der Werf, M. P. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26. https://doi.org/10.1016/j.edurev.2013.11.002
  • Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117–128. https://doi.org/10.1207/s15326985ep4002_6
  • Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: Systematic literature review. Frontiers in Psychology, 12, 792422. https://doi.org/10.3389/fpsyg.2021.792422
  • El-Adl, A., & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111. https://doi.org/10.18844/cjes.v15i1.4461
  • Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 17(69), 55-74. https://doi.org/10.14689/ejer.2017.69.4
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Filcher, C., & Miller, G. (2000). Learning strategies for distance education students. Journal of Agricultural Education, 41(1), 60-68. https://doi.org/10.5032/jae.2000.01060
  • Goverover, Y., Basso, M., Wood, H., Chiaravalloti, N., & DeLuca, J. (2011). Examining the benefits of combining two learning strategies on recall of functional information in persons with multiple sclerosis. Multiple Sclerosis Journal, 17(12), 1488-1497. https://doi.org/10.1177/1352458511406310
  • Gür, T. (2022). Uzaktan Eğitimin Ergenlerde Akademik Kendini Düzenleme, Motivasyonel Stratejiler Kullanma Becerileri ve Akademik Başarı ile İlişkisinin İncelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi.
  • Hayat, A. A., & Shateri, K. (2019). The role of academic self-efficacy in improving students’ metacognitive learning strategies. Journal of Advances in Medical Education & Professionalism, 7(4), 205. https://doi.org/10.30476/jamp.2019.81200
  • Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99-136. https://doi.org/10.2307/1170605
  • Hotar, N., Özcan, M. A., Baran, B., Yacı, Ş. N., & Karagöz, E. (2021). Acil uzaktan eğitimden ne öğrendik? Öğrenci ve öğretim elemanı görüşlerinin karşılaştırılması. Batı Anadolu Eğitim Bilimleri Dergisi, 12(2), 673-690. https://doi.org/10.51460/baebd.986090
  • İşman, A. (2011). Uzaktan Eğitim (4.baskı). Pegem.
  • Jamaluddin, N. S., Kadir, S. A., Alias, S. N., & Abdullah, A. (2021). A review of psychosocial learning environment. International Journal of Academic Research in Progressive Education and Development, 10(3), 801–805. DOI:10.6007/IJARPED/v10-i3/11189
  • Jin, S. H., Im, K., Yoo, M., Roll, I., & Seo, K. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education, (20), 32. https://doi.org/10.1186/s41239-023-00406-5
  • Kara, C. (2022). Uzaktan eğitim avantajlarının pandemi sonrası uygulamalı grafik tasarım derslerine entegrasyonu. The Journal of Open Learning and Distance Education (JOLDE), 1(1), 18-34.
  • Karakoç, Ş. & Şimşek, N. (2004). Öğretme stratejilerinin öğrenme stratejileri kullanımına etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 4(1), 99-121.
  • Karaoğlan Yılmaz, F. G., Olpak, Y. Z., & Yılmaz, R. (2018). The effect of the metacognitive support via pedagogical agent on self-regulation skills. Journal of Educational Computing Research, 56(2), 159-180. https://doi.org/10.1177/073563311770
  • Karasar, N. (2015). Bilimsel araştırma yöntemleri. Nobel.
  • Karatepe, F., Küçükgençay, N., & Peker, B. (2020). Öğretmen adayları senkron uzaktan eğitime nasıl bakıyor? Bir anket çalışması. Journal of Social and Humanities Sciences Research, 7(53), 1262-1274. https://doi.org/10.26450/jshsr.1868
  • Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
  • Küçük, M. (2010). Çevrimiçi Öğrenenlerin Öğrenme Biçimi, Öğrenme Stratejileri ve Eşzamansız Tartışmalara Katılımları Arasındaki İlişki, (Yayımlanmamış Doktora Tezi), Anadolu Üniversitesi.
  • Kyndt, E., Govaerts, N., Dochy, F., & Baert, H. (2011). The learning intention of low-qualified employees: A key for participation in lifelong learning and continuous training. Vocations and Learning, 4, 211-229. DOI:10.1007/s12186-011-9058-5
  • Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3-13. https://doi.org/10.1016/j.compedu.2009.02.020
  • Leutwyler, B. (2009). Metacognitive learning strategies: Differential development patterns in high school. Metacognition and Learning, 4(2), 111-123. https://doi.org/https://doi.org/10.1007/s11409-009-9037-5
  • Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85. https://doi.org/10.1016/j.compedu.2017.05.014
  • Mayer, R. E. (1988). Learning strategies: An overview. Learning and study strategies, 11-22. https://doi.org/10.1016/B978-0-12-742460-6.50008-6
  • McKeachie, W. J. (1988). The need for study strategy training, CE Weinstein, ET Goetz, and PA Alexander (Eds). In Learning and study strategies (pp. 3-9). Academic Press. https://doi.org/10.1016/B978-0-12-742460-6.50007-4
  • McKeachie, W. J., Pintrich, P.R., Lin, Y., & Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. https://files.eric.ed.gov/fulltext/ED314999.pdf from retrieved.
  • Martins, L. B., & Zerbini, T. (2014). Distance learning in higher education institutions: a review of the research. Revista Psicologia Organizações e Trabalho, 14(3), 271-282.
  • Meijs, C., Neroni, J., Gijselaers, H. J., Leontjevas, R., Kirschner, P. A., & De Groot, R. H. (2019). Motivated strategies for learning questionnaire part B revisited: New subscales for an adult distance education setting. The Internet and Higher Education, 40, 1-11. https://doi.org/10.1016/j.iheduc.2018.09.003
  • Mitsea, E., & Drigas, A. (2019). A Journey into the metacognitive learning strategies. International Journal of Online & Biomedical Engineering, 15(14). https://doi.org/10.3991/ijoe.v15i14.11379
  • Morgan, A. R. (1995). Improving student learning in distance education: Theory, research and practice. European Journal of Psychology of Education, 10, 121-130. https://doi.org/10.1007/BF03172910
  • Morgan, C. J., Dingsdag, D., & Saenger, H. (1998). Learning strategies for distance learners: Do they help? Distance Education, 19(1), 142-156. https://doi.org/10.1080/0158791980190110
  • Murayama, K., Pekrun, R., Lichtenfeld, S., & Vom Hofe, R. (2013). Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475-1490. https://doi.org/10.1111/cdev.12036
  • Neroni, J., Meijs, C., Gijselaers, H. J., Kirschner, P. A., & De Groot, R. H. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1-7. https://doi.org/10.1016/j.lindif.2019.04.007
  • Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
  • Orçan, F. (2018). Exploratory and confirmatory factor analysis: which one to use first? Journal of Measurement and Evaluation in Education and Psychology, 9(4), 413-421. https://doi.org/10.21031/epod.394323
  • Orhan, F. (2007). Applying self-regulated learning strategies in a blended learning instruction. World Applied Sciences Journal, 2(2), 390-398.
  • Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. https://doi.org/10.1177/001316449305300302
  • Puteh, M., & Ibrahim, M. (2010). The usage of self-regulated learning strategies among form four students in the mathematical problem-solving context: A case study. Procedia-Social and Behavioral Sciences, 8, 446-452. https://doi.org/10.1016/j.sbspro.2010.12.061
  • Rachal, K.C., Daigle, S., & Rachal, W.S. (2007). Learning problems reported by college students: Are they using learning strategies? Journal of Instructional Psychology, 34 (4), 191-200.
  • Sankaran, S. R., & Bui, T. (2001). Impact of learning strategies and motivation on performance: A study in web-based instruction. Journal of Instructional psychology, 28(3), 191-198.
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. https://www.bayviewanalytics.com/reports/gradeincrease.pdf from retrieved.
  • Simonson, M., Smaldino, S. & Zvacek, S. M., (2015). Teaching and learning at a distance: Foundations of distance education (6th edition). Information Age.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033
  • Schnaubert, L., & Herold, B. (2020). Social-distance education: Struggling with cognition, emotion or motivation during SRL? In ICCE-Int. Conf. Comput. Educ., Proc. (pp. 7-13). https://apsce.net/icce/icce2020/proceedings/W1-13/W1/ICCE2020-Proceedings-Vol2-2.pdf from retrieved. Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
  • Shih, C. C., & Gamon, J. A. (2001). Web-based learning: Relationships among student motivation, attitude, learning styles, and achievement. Journal of Agricultural Education, 42(4), 12-20. DOI:10.5032/jae.2001.04012
  • Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: a clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268-274. https://doi.org/10.1111/j.1365-2753.2010.01434.x
  • Sperber, A. D. (2004). Translation and validation of study instruments for cross-cultural research. Gastroenterology, 126, 124-128. 10.1053/j.gastro.2003.10.016
  • Tarricone, P. (2011). The taxonomy of metacognition. Psychology Press. https://doi.org/10.4324/9780203830529
  • Van Hout-Wolters, B. H. A. M. (2009). Measuring learning strategies kinds of measurement methods and their usefulness in educational research and practice. Pedagogische Studiën, 86(2), 110-129.
  • Wandler. J. & Imbriale, W. (2017). Promoting undergraduate student self-regulation in online learning environments. Online Learning, 21(2), 1-16. https://doi.org/10.24059/olj.v21i2.881
  • Wegner, C., Minnaert, L., & Strehlke, F. (2013). The importance of learning strategies and how the Project "kolumbus-kids" promotes them successfully. European Journal of Science and Mathematics Education, 1(3), 137-143. DOI:10.30935/scimath/9393
  • Weinstein, C. E., Palmer, D., & Schulte, A. C. (1987). Learning and study strategies inventory (LASSI). H & H Publishing.
  • Weinstein, C.E. & Mayer, R.W. (1986). The Teaching of Learning Strategies, M Wittrock (Eds.). In Handbook of Research on Teaching (pp. 315‐327). Macmillan.
  • Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying cognitive learning strategies to enhance learning and retention in clinical teaching settings. MedEdPORTAL, 15, 10850. DOI:10.15766/mep_2374-8265.10850
  • Weinstein, C. E., & Underwood, V. L. (1985). Learning strategies: The how of learning, J. Segal, S. Chipman, & R. Glaser (Eds.). In Relating instruction to basic research (pp. 265-274). Lawrence Erlbaum.
  • Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies, M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). In Handbook of self-regulation (pp. 727–747). Academic Press. https://doi.org/10.1016/B978-012109890-2/50051-2
  • Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. DOI:10.1080/17439884.2020.1761641
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838. https://doi.org/10.1177/0011000006288127
  • Zarrinabadi, N., Rezazadeh, M., & Chehrazi, A. (2021). The links between grammar learning strategies and language mindsets among L2 and L3 learners: Examining the role of gender. International Journal of Multilingualism, 1-18. https://doi.org/10.1080/14790718.2020.1871356
  • Zhao, H., Chen, L., & Panda, S. (2014). Self-regulated learning ability of Chinese distance learners. British Journal of Educational Technology, 45(5), 941-958. DOI:10.1111/bjet.12118
  • Zhou, Y., & Wang, J. (2021). Psychometric Properties of the MSLQ-B for adult distance education in China. Frontiers in Psychology, 12, 620564. https://doi.org/10.3389/fpsyg.2021.620564
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and prospects. American Educational Research Journal, 45(1), 166-183. DOI:10.3102/0002831207312909
  • Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676

Yükseköğretim Öğrencilerinin Uzaktan Eğitimde Öğrenme Stratejilerini Kullanma Durumlarının İncelenmesi

Year 2023, Volume: 4 Issue: 2, 222 - 253, 31.12.2023
https://doi.org/10.52911/itall.1376749

Abstract

Öğrenme stratejilerinin geliştirilmesi kadar öğrencilerin bu becerilere ne düzeyde sahip olduklarının belirlenmesi de önemlidir. Bu kapsamda çalışmanın amacı, uzaktan eğitim ortamlarındaki öğrenenlerin ihtiyaç duydukları öğrenme stratejilerinin kullanım durumunu belirlemek için Meijs ve arkadaşları (2019) tarafından geliştirilen aracı Türkçe’ye uyarlamaktır. İkinci amaç ise, uyarlanan ölçekten elde edilecek verileri çeşitli değişkenler açısından analiz ederek Türkiye’deki uzaktan eğitim ortamlarında öğrencilerin öğrenme stratejilerini kullanma durumlarını ortaya koymaktır. Bu çalışmada, öğrencilerin uzaktan eğitime yönelik kullandıkları öğrenme stratejilerini tümüyle ortaya koymak amaçlı tarama çalışması deseni kullanılmıştır. Araştırmada veri toplama aracı olarak, öğrencilerin demografik ve diğer bilgilerini içeren kişisel bilgi formu ve MSQL-B DE ölçeği kullanılmıştır. Bu çalışmada AFA ve DFA birlikte kullanılmıştır. Doğrulayıcı Faktör analizinden elde edilen parametreler de modelin uyumlu olduğunu göstermiştir. Bulgular incelendiğinde ortalamalara göre karmaşık bilişsel strateji kullanımı en yüksek ortalamaya sahiptir. Basit bilişsel strateji kullanımı, akademik düşünme ve zaman, mekân ve çaba yönetimi sırasıyla kullanılan stratejilerdir. Başkalarıyla iletişim stratejisi diğerlerine göre en az kullanılan strateji olarak belirlenmiştir. Araştırmanın sonuçları uzaktan eğitim sürecinde öğrenme stratejilerinin kullanımı konusunda literatürden edinilen veriler doğrultusunda farklı öğelerle mümkün olabildiğince zengin bir içerik sağlamaktadır. Gelecek çalışmalarda uzaktan eğitimde öğrenme stratejilerine yönelik farklı öğelerin çalışılması durumu söz konusu olabileceği gibi işin içerisine ders işleme süreci ve akademik başarı gibi etkenler de dahil edilebilir.

References

  • Afşar, B., & Büyükdoğan, B. (2020). Covid-19 pandemisi döneminde İİBF ve SBBF öğrencilerinin uzaktan eğitim hakkındaki değerlendirmeleri. Karatay Sosyal Araştırmalar Dergisi, (5), 161-182.
  • Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. . https://doi.org/10.1016/j.ijedro.2020.100011
  • Al-Qahtani, M. F. (2013). Relationship between English language, learning strategies, attitudes, motivation, and students' academic achievement. Education in Medicine Journal, 5(3). . https://doi.org/10.5959/eimj.v5i3.124
  • Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10, 129-154.
  • Allen, I. E., & Seaman, J. (2017). Digital Compass Learning: Distance Education Enrollment Report 2017. Babson survey research group. https://eric.ed.gov/?id=ed580868.
  • Alkan, C. (1987). Açıköğretim “Uzaktan Eğitim Sistemlerinin Karşılaştırmalı Olarak İncelenmesi”. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Yayınları, 157.
  • Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80(3), 260. https://doi.org/10.1037/0022-0663.80.3.260
  • Anthonysamy, L. Koo, A.C., & Hew, S.H. (2020). Self-regulated learning strategies in higher education: Fostering digital literacy for sustainable lifelong learning. Education Information Technologies, 25, 2393–2414. . https://doi.org/10.1007/s10639-020-10201-8.
  • Artino, A. R. & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. Internet and Higher Education, 12, 146–151. https://doi.org/10.1016/j.iheduc.2009.02.001
  • Aslan, Ö. (2006). Öğrenmenin yeni yolu: E-Öğrenme. Fırat Üniversitesi Sosyal Bilimler Dergisi, 16(2), 121-131.
  • Ates, H., & Alsal, K. (2012). The importance of lifelong learning has been increasing. Procedia-Social and Behavioral Sciences, 46, 4092-4096. https://doi.org/10.1016/j.sbspro.2012.06.205
  • Aydemir, A. (2021). Uzaktan eğitim sürecinde öğretmen ile öğrenci-veli iletişimi: Sosyal bilgiler öğretmenlerinin deneyimleri. MANAS Sosyal Araştırmalar Dergisi, 10(2), 813-827. https://doi.org/10.33206/mjss.824033
  • Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4, 87-95. https://doi.org/10.1007/s11409-009-9035-7
  • Bağrıacık Yılmaz, A., & Karataş, S. (2022). Why do open and distance education students drop out? Views from various stakeholders. International Journal of Educational Technology in Higher Education, 19(1), 1-22. https://doi.org/10.1186/s41239-022-00333-x
  • Bakar, M. A. A., & Ismail, N. (2020). Mathematical instructional: a conceptual of redesign of active learning with metacognitive regulation strategy. International Journal of Instruction, 13(3), 633-648. https://doi.org/10.29333/iji.2020.13343a
  • Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40, 193-211. https://doi.org/10.1007/s11251-011-9167-4
  • Başarıcı, R. (2012). İnternet Tabanlı Uzaktan Eğitim Programlarında Öğrenme Stratejileri Kullanımı (Yayımlanmamış Yüksek Lisans Tezi). Marmara Üniversitesi.
  • Batur, M. (2022). Yeni iletişim teknolojileri çerçevesinde uzaktan eğitimde iletişim ve etkileşim. Sosyal Bilimler Araştırmaları Dergisi, 12(2), 1501-1518. https://doi.org/10.48146/odusobiad.1119448
  • Bernt, F. M., & Bugbee, A. C. (1993). Study practices and attitudes related to academic success in a distance learning programme. Distance Education, 14(1), 97-112. https://doi.org/10.1080/0158791930140108
  • Bilgiç, H. G., & Tüzün, H. (2020). Issues and challenges with web-based distance education programs in Turkish Higher Education Institutes. Turkish Online Journal of Distance Education, 21(1), 143-164. https://doi.org/10.17718/tojde.690385
  • Bol, L., & Garner, J. K. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23, 104-123. https://doi.org/10.1007/s12528-011-9046-7
  • Bozkurt, A. (2019). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. S Şişman-Uğur and G Kurubacak (Eds). In Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch016
  • Breslow, L., Pritchard, D. E., DeBoer, J., Stump, G. S., Ho, A. D., & Seaton, D. T. (2013). Studying learning in the worldwide classroom research into edX's first MOOC. Research & Practice in Assessment, 8, 13-25.
  • 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. https://doi.org/10.1016/j.iheduc.2015.04.007
  • Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. International Higher Education, 33, 24–32. https://doi.org/10.1016/j.iheduc.2017.01.004
  • Burns, M. (2023). Distance Education for Teacher Training: Modes, Models and Methods (2nd Edition). Education Development Center.
  • Cera, R., Mancini, M., & Antonietti, A. (2013). Relationship between metacognition, self-efficacy and self-regulation in learning. ECPS-Journal,7,2013. https://doi.org/10.7358/ecps-2013-007-cera
  • Clarizia, F., De Santo, M., Lombardi, M., & Santaniello, D. (2021). E-learning and industry 4.0: A chatbot for training employees. In Proceedings of Fifth International Congress on Information and Communication Technology: ICICT 2020, London, Volume 2 (pp. 445-453). Springer. DOI:10.1007/978-981-15-5859-7_44
  • Cook, E., Kennedy, E., & McGuire, S. Y. (2013). Effect of teaching metacognitive learning strategies on performance in general chemistry courses. Journal of Chemical Education, 90(8), 961-967. https://doi.org/10.1021/ed300686h
  • Corner, S. (2009). Choosing the right type of rotation in PCA and EFA. JALT Testing & Evaluation SIG Newsletter, 13(3), 20-25.
  • Credé, M., & Phillips, L. A. (2011). A Meta-analytic review of the Motivated Strategies for Learning Questionnaire. Learning and Individual Differences, 21, 337–346. https://doi.org/10.1016/j.lindif.2011.03.002
  • Creswell, J. (2013). Research design: qualitative, quantitative, and mixed methods approach. Sage.
  • Dabbagh, N. & Kitsantas, A. (2004). Supporting Self-Regulation in Student-Centered Web-Based Learning Environments. International Journal on E-Learning, 3(1), 40-47. Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/4104/.
  • Degol, J. L., Wang, M. T., Zhang, Y., & Allerton, J. (2018). Do growth mindsets in Math benefit females? Identifying pathways between gender, mindset, and motivation. Journal of Youth and Adolescence, 47(5), 976–990. https://doi.org/10.1007/s10964-017-0739-8
  • Dhanarajan, G. (2001) Distance education: Promise, performance and potential. Open learning: The Journal of Open, Distance and e-Learning, 16(1), 61-68. https://doi.org/10.1080/02680510124465
  • Diseth, Å, Meland, E., & Breidablik, H. J. (2014). Self-beliefs among students: Grade level and gender differences in self-esteem, self-efficacy and implicit theories of intelligence. Learning and Individual Differences, 35, 1–8. DOI:10.1016/j.lindif.2014.06.003
  • Donker, A. S., De Boer, H., Kostons, D., Van Ewijk, C. D., & Van der Werf, M. P. (2014). Effectiveness of learning strategy instruction on academic performance: A meta-analysis. Educational Research Review, 11, 1-26. https://doi.org/10.1016/j.edurev.2013.11.002
  • Duncan, T. G., & McKeachie, W. J. (2005). The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, 40, 117–128. https://doi.org/10.1207/s15326985ep4002_6
  • Edisherashvili, N., Saks, K., Pedaste, M., & Leijen, Ä. (2022). Supporting self-regulated learning in distance learning contexts at higher education level: Systematic literature review. Frontiers in Psychology, 12, 792422. https://doi.org/10.3389/fpsyg.2021.792422
  • El-Adl, A., & Alkharusi, H. (2020). Relationships between self-regulated learning strategies, learning motivation and mathematics achievement. Cypriot Journal of Educational Sciences, 15(1), 104-111. https://doi.org/10.18844/cjes.v15i1.4461
  • Ergen, B., & Kanadli, S. (2017). The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 17(69), 55-74. https://doi.org/10.14689/ejer.2017.69.4
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Filcher, C., & Miller, G. (2000). Learning strategies for distance education students. Journal of Agricultural Education, 41(1), 60-68. https://doi.org/10.5032/jae.2000.01060
  • Goverover, Y., Basso, M., Wood, H., Chiaravalloti, N., & DeLuca, J. (2011). Examining the benefits of combining two learning strategies on recall of functional information in persons with multiple sclerosis. Multiple Sclerosis Journal, 17(12), 1488-1497. https://doi.org/10.1177/1352458511406310
  • Gür, T. (2022). Uzaktan Eğitimin Ergenlerde Akademik Kendini Düzenleme, Motivasyonel Stratejiler Kullanma Becerileri ve Akademik Başarı ile İlişkisinin İncelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Hacettepe Üniversitesi.
  • Hayat, A. A., & Shateri, K. (2019). The role of academic self-efficacy in improving students’ metacognitive learning strategies. Journal of Advances in Medical Education & Professionalism, 7(4), 205. https://doi.org/10.30476/jamp.2019.81200
  • Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of learning skills interventions on student learning: A meta-analysis. Review of Educational Research, 66(2), 99-136. https://doi.org/10.2307/1170605
  • Hotar, N., Özcan, M. A., Baran, B., Yacı, Ş. N., & Karagöz, E. (2021). Acil uzaktan eğitimden ne öğrendik? Öğrenci ve öğretim elemanı görüşlerinin karşılaştırılması. Batı Anadolu Eğitim Bilimleri Dergisi, 12(2), 673-690. https://doi.org/10.51460/baebd.986090
  • İşman, A. (2011). Uzaktan Eğitim (4.baskı). Pegem.
  • Jamaluddin, N. S., Kadir, S. A., Alias, S. N., & Abdullah, A. (2021). A review of psychosocial learning environment. International Journal of Academic Research in Progressive Education and Development, 10(3), 801–805. DOI:10.6007/IJARPED/v10-i3/11189
  • Jin, S. H., Im, K., Yoo, M., Roll, I., & Seo, K. (2023). Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education, (20), 32. https://doi.org/10.1186/s41239-023-00406-5
  • Kara, C. (2022). Uzaktan eğitim avantajlarının pandemi sonrası uygulamalı grafik tasarım derslerine entegrasyonu. The Journal of Open Learning and Distance Education (JOLDE), 1(1), 18-34.
  • Karakoç, Ş. & Şimşek, N. (2004). Öğretme stratejilerinin öğrenme stratejileri kullanımına etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 4(1), 99-121.
  • Karaoğlan Yılmaz, F. G., Olpak, Y. Z., & Yılmaz, R. (2018). The effect of the metacognitive support via pedagogical agent on self-regulation skills. Journal of Educational Computing Research, 56(2), 159-180. https://doi.org/10.1177/073563311770
  • Karasar, N. (2015). Bilimsel araştırma yöntemleri. Nobel.
  • Karatepe, F., Küçükgençay, N., & Peker, B. (2020). Öğretmen adayları senkron uzaktan eğitime nasıl bakıyor? Bir anket çalışması. Journal of Social and Humanities Sciences Research, 7(53), 1262-1274. https://doi.org/10.26450/jshsr.1868
  • Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
  • Küçük, M. (2010). Çevrimiçi Öğrenenlerin Öğrenme Biçimi, Öğrenme Stratejileri ve Eşzamansız Tartışmalara Katılımları Arasındaki İlişki, (Yayımlanmamış Doktora Tezi), Anadolu Üniversitesi.
  • Kyndt, E., Govaerts, N., Dochy, F., & Baert, H. (2011). The learning intention of low-qualified employees: A key for participation in lifelong learning and continuous training. Vocations and Learning, 4, 211-229. DOI:10.1007/s12186-011-9058-5
  • Lazakidou, G., & Retalis, S. (2010). Using computer supported collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics. Computers & Education, 54(1), 3-13. https://doi.org/10.1016/j.compedu.2009.02.020
  • Leutwyler, B. (2009). Metacognitive learning strategies: Differential development patterns in high school. Metacognition and Learning, 4(2), 111-123. https://doi.org/https://doi.org/10.1007/s11409-009-9037-5
  • Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85. https://doi.org/10.1016/j.compedu.2017.05.014
  • Mayer, R. E. (1988). Learning strategies: An overview. Learning and study strategies, 11-22. https://doi.org/10.1016/B978-0-12-742460-6.50008-6
  • McKeachie, W. J. (1988). The need for study strategy training, CE Weinstein, ET Goetz, and PA Alexander (Eds). In Learning and study strategies (pp. 3-9). Academic Press. https://doi.org/10.1016/B978-0-12-742460-6.50007-4
  • McKeachie, W. J., Pintrich, P.R., Lin, Y., & Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. National Center for Research to Improve Postsecondary Teaching and Learning, University of Michigan. https://files.eric.ed.gov/fulltext/ED314999.pdf from retrieved.
  • Martins, L. B., & Zerbini, T. (2014). Distance learning in higher education institutions: a review of the research. Revista Psicologia Organizações e Trabalho, 14(3), 271-282.
  • Meijs, C., Neroni, J., Gijselaers, H. J., Leontjevas, R., Kirschner, P. A., & De Groot, R. H. (2019). Motivated strategies for learning questionnaire part B revisited: New subscales for an adult distance education setting. The Internet and Higher Education, 40, 1-11. https://doi.org/10.1016/j.iheduc.2018.09.003
  • Mitsea, E., & Drigas, A. (2019). A Journey into the metacognitive learning strategies. International Journal of Online & Biomedical Engineering, 15(14). https://doi.org/10.3991/ijoe.v15i14.11379
  • Morgan, A. R. (1995). Improving student learning in distance education: Theory, research and practice. European Journal of Psychology of Education, 10, 121-130. https://doi.org/10.1007/BF03172910
  • Morgan, C. J., Dingsdag, D., & Saenger, H. (1998). Learning strategies for distance learners: Do they help? Distance Education, 19(1), 142-156. https://doi.org/10.1080/0158791980190110
  • Murayama, K., Pekrun, R., Lichtenfeld, S., & Vom Hofe, R. (2013). Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475-1490. https://doi.org/10.1111/cdev.12036
  • Neroni, J., Meijs, C., Gijselaers, H. J., Kirschner, P. A., & De Groot, R. H. (2019). Learning strategies and academic performance in distance education. Learning and Individual Differences, 73, 1-7. https://doi.org/10.1016/j.lindif.2019.04.007
  • Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41(3), 198-215. https://doi.org/10.1016/j.ijer.2005.07.001
  • Orçan, F. (2018). Exploratory and confirmatory factor analysis: which one to use first? Journal of Measurement and Evaluation in Education and Psychology, 9(4), 413-421. https://doi.org/10.21031/epod.394323
  • Orhan, F. (2007). Applying self-regulated learning strategies in a blended learning instruction. World Applied Sciences Journal, 2(2), 390-398.
  • Pintrich, P. R., Smith, D. A. F., García, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. https://doi.org/10.1177/001316449305300302
  • Puteh, M., & Ibrahim, M. (2010). The usage of self-regulated learning strategies among form four students in the mathematical problem-solving context: A case study. Procedia-Social and Behavioral Sciences, 8, 446-452. https://doi.org/10.1016/j.sbspro.2010.12.061
  • Rachal, K.C., Daigle, S., & Rachal, W.S. (2007). Learning problems reported by college students: Are they using learning strategies? Journal of Instructional Psychology, 34 (4), 191-200.
  • Sankaran, S. R., & Bui, T. (2001). Impact of learning strategies and motivation on performance: A study in web-based instruction. Journal of Instructional psychology, 28(3), 191-198.
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group. https://www.bayviewanalytics.com/reports/gradeincrease.pdf from retrieved.
  • Simonson, M., Smaldino, S. & Zvacek, S. M., (2015). Teaching and learning at a distance: Foundations of distance education (6th edition). Information Age.
  • Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. https://doi.org/10.1006/ceps.1994.1033
  • Schnaubert, L., & Herold, B. (2020). Social-distance education: Struggling with cognition, emotion or motivation during SRL? In ICCE-Int. Conf. Comput. Educ., Proc. (pp. 7-13). https://apsce.net/icce/icce2020/proceedings/W1-13/W1/ICCE2020-Proceedings-Vol2-2.pdf from retrieved. Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational psychologist, 40(2), 85-94. https://doi.org/10.1207/s15326985ep4002_3
  • Shih, C. C., & Gamon, J. A. (2001). Web-based learning: Relationships among student motivation, attitude, learning styles, and achievement. Journal of Agricultural Education, 42(4), 12-20. DOI:10.5032/jae.2001.04012
  • Sousa, V. D., & Rojjanasrirat, W. (2011). Translation, adaptation and validation of instruments or scales for use in cross-cultural health care research: a clear and user-friendly guideline. Journal of Evaluation in Clinical Practice, 17(2), 268-274. https://doi.org/10.1111/j.1365-2753.2010.01434.x
  • Sperber, A. D. (2004). Translation and validation of study instruments for cross-cultural research. Gastroenterology, 126, 124-128. 10.1053/j.gastro.2003.10.016
  • Tarricone, P. (2011). The taxonomy of metacognition. Psychology Press. https://doi.org/10.4324/9780203830529
  • Van Hout-Wolters, B. H. A. M. (2009). Measuring learning strategies kinds of measurement methods and their usefulness in educational research and practice. Pedagogische Studiën, 86(2), 110-129.
  • Wandler. J. & Imbriale, W. (2017). Promoting undergraduate student self-regulation in online learning environments. Online Learning, 21(2), 1-16. https://doi.org/10.24059/olj.v21i2.881
  • Wegner, C., Minnaert, L., & Strehlke, F. (2013). The importance of learning strategies and how the Project "kolumbus-kids" promotes them successfully. European Journal of Science and Mathematics Education, 1(3), 137-143. DOI:10.30935/scimath/9393
  • Weinstein, C. E., Palmer, D., & Schulte, A. C. (1987). Learning and study strategies inventory (LASSI). H & H Publishing.
  • Weinstein, C.E. & Mayer, R.W. (1986). The Teaching of Learning Strategies, M Wittrock (Eds.). In Handbook of Research on Teaching (pp. 315‐327). Macmillan.
  • Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying cognitive learning strategies to enhance learning and retention in clinical teaching settings. MedEdPORTAL, 15, 10850. DOI:10.15766/mep_2374-8265.10850
  • Weinstein, C. E., & Underwood, V. L. (1985). Learning strategies: The how of learning, J. Segal, S. Chipman, & R. Glaser (Eds.). In Relating instruction to basic research (pp. 265-274). Lawrence Erlbaum.
  • Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies, M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). In Handbook of self-regulation (pp. 727–747). Academic Press. https://doi.org/10.1016/B978-012109890-2/50051-2
  • Williamson, B., Eynon, R., & Potter, J. (2020). Pandemic politics, pedagogies and practices: digital technologies and distance education during the coronavirus emergency. Learning, Media and Technology, 45(2), 107-114. DOI:10.1080/17439884.2020.1761641
  • Worthington, R. L., & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34(6), 806-838. https://doi.org/10.1177/0011000006288127
  • Zarrinabadi, N., Rezazadeh, M., & Chehrazi, A. (2021). The links between grammar learning strategies and language mindsets among L2 and L3 learners: Examining the role of gender. International Journal of Multilingualism, 1-18. https://doi.org/10.1080/14790718.2020.1871356
  • Zhao, H., Chen, L., & Panda, S. (2014). Self-regulated learning ability of Chinese distance learners. British Journal of Educational Technology, 45(5), 941-958. DOI:10.1111/bjet.12118
  • Zhou, Y., & Wang, J. (2021). Psychometric Properties of the MSLQ-B for adult distance education in China. Frontiers in Psychology, 12, 620564. https://doi.org/10.3389/fpsyg.2021.620564
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and prospects. American Educational Research Journal, 45(1), 166-183. DOI:10.3102/0002831207312909
  • Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135-147. https://doi.org/10.1080/00461520.2013.794676
There are 103 citations in total.

Details

Primary Language English
Subjects Other Fields of Education (Other)
Journal Section Research Articles
Authors

Akça Okan Yüksel 0000-0002-5430-0821

Ekmel Çetin 0000-0002-1076-8887

Bilal Atasoy 0000-0001-6894-0646

Early Pub Date December 30, 2023
Publication Date December 31, 2023
Submission Date October 16, 2023
Acceptance Date December 11, 2023
Published in Issue Year 2023 Volume: 4 Issue: 2

Cite

APA Yüksel, A. O., Çetin, E., & Atasoy, B. (2023). Investigation of Higher Education Students’ Use of Learning Strategies in Distance Education. Instructional Technology and Lifelong Learning, 4(2), 222-253. https://doi.org/10.52911/itall.1376749

88x31.png

This work is licensed under a Creative Commons Attribution 4.0 International License.