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A research on online self-regulated learning skills of pre-service Turkish teachers

Year 2023, Volume: 6 Issue: 4 - ICETOL 2023 Special Issue, 1062 - 1077, 31.12.2023

Aliye İlkay Yemenici Özge Karakaş Yıldırım

https://doi.org/10.31681/jetol.1334825

Abstract

With online learning being on the agenda again in higher education, university students had different views about the online learning process. While some students evaluated this process as an advantage, others expressed the difficulties of the process. There are reasons, such as students' ability to organize their learning processes and being aware of their capacities under these different views. It was observed that students possessing such skills implement various strategies during the learning process and adapt it to their needs. Self-regulation is a prerequisite for a successful learning process and emphasizes the learner's autonomy and personal preferences. Self-regulation skills have become more noteworthy, especially in the online learning process, where students become passive recipients. While students who have developed self-regulation skills in the online learning process are successful, students who do not have this skill are more disadvantaged. Therefore, in this process, we come across two opposite groups, those who turn online learning into an advantage and those who cannot manage this process. This study aimed to assess the self-regulated learning skills of pre-service Turkish teachers who underwent online learning. This study was designed according to the descriptive survey method and was limited to 1st, 2nd, 3rd, and 4th-grade students in the Department of Turkish Language Teaching. In this study, Online Self-Regulated Learning Scale used developed by Barnard et al. (2008) and adopted into Turkish by Samsa Yetik (2011). The obtained data were analyzed with the IBM SPSS Statistics 25 program. This study found that pre-service teachers' online self-regulation skills differed depending on their previous experience with distance education. Significant differences were found in different sub-dimensions of pre-service teachers' online self-regulation skills based on synchronous or asynchronous attendance in distance education courses.

Keywords

online learning self-regulated learning pre-service Turkish teachers

References

  • Barnard Brak, L., Lan, W., & Osland Paton, V. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61-80.
  • Barnard, L., Lan, W.Y., To, Y.M., Paton, V.O., & Lai, S.L. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education, 12, 1–6.
  • Barut Tuğtekin, E. (2022). Çevrimiçi öğrenme ortamlarında üniversite öğrencilerinin öz düzenleme düzeylerinin incelenmesi. The Journal of Educational Reflections, 6(1), 10-23.
  • Beishuizen, J. (2008). Does a community of learners foster self-regulated learning? Technology,Pedagogy and Education, 17(3), 183–193.
  • Bembenutty, B., (2023). Influential role of self-regulated learning in preventing moral disengagement, Theory Into Practice, 62 (3), 318-329. DOI: 10.1080/00405841.2023.2226550
  • Bradley, R., Browne, B., & Kelley, H. (2017). Examinig the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518-530.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
  • Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2012). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
  • Cho, M., Cheon, J., Lim, S. (2021). Preservice teachers’ motivation profiles, self-regulation, and affective outcomes in online learning. Distance Educatıon, 42 (1), 37–54.
  • Duman, S. N. (2020). Salgın döneminde gerçekleştirilen uzaktan eğitim sürecinin değerlendirilmesi. Millî Eğitim, 49 (1), 95- 112.
  • Düzgün, S., & Sulak, S. E. (2020). Öğretmen adaylarının Covid-19 pandemisi sürecine uzaktan eğitim uygulamalarına ilişkin görüşleri. Millî Eğitim, 49 (1), 619-633.
  • Erşen, Z. B., & Yumak, Y. (2021). Matematik öğretmeni adaylarının Covid-19 pandemisi sürecindeki uzaktan eğitim uygulamalarına yönelik görüşleri, Cumhuriyet International Journal of Education, 10 (4), 1449- 1470.
  • Han, J.,DiGiacomo, D.,K. & Usher, E., L. (2023): College students’ self-regulation in asynchronous online courses during COVID-19, Studies in Higher Education, 48 (9), 1440-1454. DOI: 10.1080/03075079.2023.2201608
  • Karakaş Yıldırım, Ö. (2022). A research about the opinion of pre-service Turkish teachers on the online education process. Journal of Educational Technology and Online Learning, 5 (4), 1122-1139.
  • Karasar, N. (2017). Bilimsel araştırma yöntemi. (32. baskı). Nobel.
  • Özdemir, A., & Önal, A. (2021). An ınvestigation into pre-service teachers’ self-regulated online learning perceptions. International Journal of Contemporary Educational Research, 8 (2), 143-159.
  • Özdemir, Y., & Yavuzalp, N. (2018, September 12-14). Çevrimiçi Öz-Düzenlemeli Öğrenme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi. 6. Uluslararası Öğretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu, Trakya Üniversitesi, Edirne.
  • Perry, N. E. (2002). Introduction: Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist, 37(1), 1–3.
  • Sağlamel, H., & Erbay Çetinkaya, Ş. (2022). Unraveling college students’ conceptualisation of emergengy remote teaching: A metaphor analysis. Journal of Educational Technology and Online Learning, 5 (3), 481-499.
  • Samsa-Yetik, S., (2011). Çevrimiçi öz düzenleyici öğrenme ortamında farklı denetim odaklarına göre sunulan metabilişsel rehberliğin öğretmen adaylarının öz düzenleme becerilerine ve öz yeterlik algılarına etkisi. (Tez No 302031) [Doktora Tezi, Ankara Üniversitesi].
  • Shunk, D., H. & Zimmerman, B., J. (2007). Influencing children’s self-effıcacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23, 7–25.
  • Song, D. & Kim, D. (2021) Effects of self-regulation scaffolding on online participation and learning outcomes, Journal of Research on Technology in Education, 53(3), 249-263.
  • Tülübaş, T. (2022). Çevrim içi öğrenmede öz-düzenleme becerisinin akademik başarıya etkisi. Anadolu Journal of Educational Sciences, 12(2), 389-416.
  • Ülker, M. (2020). Koronavirüs salgını döneminde eğitim uygulamalarının öğretmen ve öğrenci görüşlerine göre analizi: Kosova Cumhuriyeti Örneği. Millî Eğitim, 49 (1), 989-1010.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı). Seçkin.
  • Yigletu, A., Michael, K. & Atnafu, M., (2023). Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning. Cogent Education, 10(1), 1-13.
  • Yossatorn, Y.,Binali, T., Weng, C. & Awuor, N., O. (2023). Relating university students’ online self-regulated English learning to motivational beliefs: a structural equation modelling analysis. Behaviour & Information Technology, 42(7), 888-903.
  • Yu, H. & Zhou, J., (2022): Social support and online selfregulated learning during the COVID-19 pandemic. Asia Pacific Journal of Education, DOI: 10.1080/02188791.2022.2122021
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.
  • Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological develop-ments, and future prospects. American Educational Research Journal, 45(1), 166–183.

Year 2023, Volume: 6 Issue: 4 - ICETOL 2023 Special Issue, 1062 - 1077, 31.12.2023

Aliye İlkay Yemenici Özge Karakaş Yıldırım

https://doi.org/10.31681/jetol.1334825

Abstract

References

  • Barnard Brak, L., Lan, W., & Osland Paton, V. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61-80.
  • Barnard, L., Lan, W.Y., To, Y.M., Paton, V.O., & Lai, S.L. (2009). Measuring self-regulation in online and blended learning environments. Internet and Higher Education, 12, 1–6.
  • Barut Tuğtekin, E. (2022). Çevrimiçi öğrenme ortamlarında üniversite öğrencilerinin öz düzenleme düzeylerinin incelenmesi. The Journal of Educational Reflections, 6(1), 10-23.
  • Beishuizen, J. (2008). Does a community of learners foster self-regulated learning? Technology,Pedagogy and Education, 17(3), 183–193.
  • Bembenutty, B., (2023). Influential role of self-regulated learning in preventing moral disengagement, Theory Into Practice, 62 (3), 318-329. DOI: 10.1080/00405841.2023.2226550
  • Bradley, R., Browne, B., & Kelley, H. (2017). Examinig the influence of self-efficacy and self-regulation in online learning. College Student Journal, 51(4), 518-530.
  • Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
  • Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2012). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
  • Cho, M., Cheon, J., Lim, S. (2021). Preservice teachers’ motivation profiles, self-regulation, and affective outcomes in online learning. Distance Educatıon, 42 (1), 37–54.
  • Duman, S. N. (2020). Salgın döneminde gerçekleştirilen uzaktan eğitim sürecinin değerlendirilmesi. Millî Eğitim, 49 (1), 95- 112.
  • Düzgün, S., & Sulak, S. E. (2020). Öğretmen adaylarının Covid-19 pandemisi sürecine uzaktan eğitim uygulamalarına ilişkin görüşleri. Millî Eğitim, 49 (1), 619-633.
  • Erşen, Z. B., & Yumak, Y. (2021). Matematik öğretmeni adaylarının Covid-19 pandemisi sürecindeki uzaktan eğitim uygulamalarına yönelik görüşleri, Cumhuriyet International Journal of Education, 10 (4), 1449- 1470.
  • Han, J.,DiGiacomo, D.,K. & Usher, E., L. (2023): College students’ self-regulation in asynchronous online courses during COVID-19, Studies in Higher Education, 48 (9), 1440-1454. DOI: 10.1080/03075079.2023.2201608
  • Karakaş Yıldırım, Ö. (2022). A research about the opinion of pre-service Turkish teachers on the online education process. Journal of Educational Technology and Online Learning, 5 (4), 1122-1139.
  • Karasar, N. (2017). Bilimsel araştırma yöntemi. (32. baskı). Nobel.
  • Özdemir, A., & Önal, A. (2021). An ınvestigation into pre-service teachers’ self-regulated online learning perceptions. International Journal of Contemporary Educational Research, 8 (2), 143-159.
  • Özdemir, Y., & Yavuzalp, N. (2018, September 12-14). Çevrimiçi Öz-Düzenlemeli Öğrenme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi. 6. Uluslararası Öğretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu, Trakya Üniversitesi, Edirne.
  • Perry, N. E. (2002). Introduction: Using qualitative methods to enrich understandings of self-regulated learning. Educational Psychologist, 37(1), 1–3.
  • Sağlamel, H., & Erbay Çetinkaya, Ş. (2022). Unraveling college students’ conceptualisation of emergengy remote teaching: A metaphor analysis. Journal of Educational Technology and Online Learning, 5 (3), 481-499.
  • Samsa-Yetik, S., (2011). Çevrimiçi öz düzenleyici öğrenme ortamında farklı denetim odaklarına göre sunulan metabilişsel rehberliğin öğretmen adaylarının öz düzenleme becerilerine ve öz yeterlik algılarına etkisi. (Tez No 302031) [Doktora Tezi, Ankara Üniversitesi].
  • Shunk, D., H. & Zimmerman, B., J. (2007). Influencing children’s self-effıcacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23, 7–25.
  • Song, D. & Kim, D. (2021) Effects of self-regulation scaffolding on online participation and learning outcomes, Journal of Research on Technology in Education, 53(3), 249-263.
  • Tülübaş, T. (2022). Çevrim içi öğrenmede öz-düzenleme becerisinin akademik başarıya etkisi. Anadolu Journal of Educational Sciences, 12(2), 389-416.
  • Ülker, M. (2020). Koronavirüs salgını döneminde eğitim uygulamalarının öğretmen ve öğrenci görüşlerine göre analizi: Kosova Cumhuriyeti Örneği. Millî Eğitim, 49 (1), 989-1010.
  • Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (10. baskı). Seçkin.
  • Yigletu, A., Michael, K. & Atnafu, M., (2023). Professional development on assessment for learning and its effect on pre-service teacher’s self-regulated learning. Cogent Education, 10(1), 1-13.
  • Yossatorn, Y.,Binali, T., Weng, C. & Awuor, N., O. (2023). Relating university students’ online self-regulated English learning to motivational beliefs: a structural equation modelling analysis. Behaviour & Information Technology, 42(7), 888-903.
  • Yu, H. & Zhou, J., (2022): Social support and online selfregulated learning during the COVID-19 pandemic. Asia Pacific Journal of Education, DOI: 10.1080/02188791.2022.2122021
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.
  • Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background, methodological develop-ments, and future prospects. American Educational Research Journal, 45(1), 166–183.
There are 30 citations in total.

Details

Primary Language English
Subjects Specialist Studies in Education (Other)
Journal Section Articles
Authors

Aliye İlkay Yemenici 0000-0003-2460-5998

Özge Karakaş Yıldırım 0000-0002-7838-8880

Publication Date December 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 4 - ICETOL 2023 Special Issue

Cite

APA Yemenici, A. İ., & Karakaş Yıldırım, Ö. (2023). A research on online self-regulated learning skills of pre-service Turkish teachers. Journal of Educational Technology and Online Learning, 6(4), 1062-1077. https://doi.org/10.31681/jetol.1334825
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