Abstract
Bu araştırmada, çevrimiçi öz düzenleyici öğrenme ortamında farklı denetim odağı yönelimlerine sahip bilişim teknolojileri öğretmen adaylarına verilen metabilişsel desteğin, öz düzenleme becerilerini nasıl etkilediği belirlenmeye çalışılmıştır. Araştırma 2x3 faktöriyel desende yürütülmüştür. Araştırmanın çalışma grubunu Ankara Üniversitesi ve Gazi Üniversitesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’nde Öğretmenlik Uygulaması dersini alan 72 öğretmen adayı oluşturmuştur. Araştırmanın verileri, denetim odağı yönelimlerinin göz önünde bulundurulmasıyla farklı gruplara atanan öğretmen adaylarına, metabilişsel rehberlik yapılarak destek verilme durumuna göre, 6 hafta devam eden deneysel işlemler sonucu elde edilmiştir. Araştırmada ayrıca, çevrimiçi öz düzenleyici öğrenme ile çevrimiçi ortamda algılanan sosyalleşme arasında bir ilişki olup olmadığı da incelenmiştir. Araştırmadan elde edilen bulgularda, metabilişsel desteğe göre çevrimiçi öz düzenleyici öğrenme ölçeği öntest puanları arasında anlamlı bir fark olmadığı belirlenmiştir. Ancak, uygulama sonucunda çevrimiçi öz düzenleyici öğrenme ölçeği sontest puanları arasında anlamlı bir fark elde edilmiştir. Bunun yanı sıra, denetim odağı ve metabilişsel destek puanları kontrol edildiğinde (sabit tutulduğunda), çevrimiçi öz düzenleyici öğrenme ölçeği sontest puanları ile çevrimiçi öğrenme ortamında algılanan sosyalleşme ölçeği sontest puanları arasında anlamlı bir ilişki bulunmamıştır. Bu bağlamda, benzer bir araştırmada çevrimiçi öz düzenleyici öğrenmenin sosyal boyutunun incelenmesinde yarar olduğu söylenebilir.
Keywords
Çevrimiçi öz düzenleyici öğrenme denetim odağı metabilişsel destek problem tabanlı öğrenme sosyalleşme.
References
- Alkan, C. (2005). Eğitim teknolojisi. Ankara: Anı Yayıncılık.
- An, Y.J. (2006). Collaborative problem-based learning in online environments. Unpublished PhD thesis. University of Indiana.
- Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in preservice teachers. Journal of Interactive Online Learning, 5(2), 156–177.
- Azevedo, R. (2002). Beyond intelligent tutoring systems: Using computers as METAcognitive tools to enhance learning?. Instructional Science, 30, 31–45.
- Azevedo, R., & Hadwin, A.F. (2005). Scaffolding self-regulated learning and metacognition – implications for the design of computer-based scaffolds. Instructional Science, 33, 367–379.
- Azevedo, R., & Jacobson, M. (2008). Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis. Educational Technology Research and Development, 56(1), 93-100.
- Azevedo, R., Cromley, J.G., Winters, F.I., Moos, D.C., & Greene, J.A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381–412.
- Ball, D.B. (1995). Blurring the boundaries of research and practice. Remedial and Special Education, 16(6), 354–363.
- Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25, 829–835.
- Bardakcı, S. (2010). Çevrimiçi öğrenme ortamında algılanan sosyalleşme ölçeğinin geçerlik ve güvenirlik çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 43(1), 17-39.
- 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.
- Butler, D.L. (1995). Promoting strategic learning by post secondary students with learning disabilities. Journal of Learning Disabilities, 28, 170–190.
- Büyüköztürk, Ş. (2007). Deneysel desenler öntetst-sontest kontrol grubu desen ve veri analizi. Ankara: Pegem A Yayıncılık.
- Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem A Yayıncılık.
- Çetin, B. (2010). Cross-cultural structural parameter invariance on PISA 2006 student questionnaires. 38. http://www.ejer.com.tr/index.php?git=22&kategori=85&makale=677 adresinden 22 Ekim 2010 tarihinde alınmıştır.
- Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem A Yayıncılık.
- Dabarera, C., Renandya, W.A., & Zhang, J.S. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462-473.
- Dağ, İ. (2002). Kontrol odağı ölçeği (KOÖ): Ölçek geliştirme, güvenirlik ve geçerlik çalışması. Türk Psikoloji Dergisi, 17(49), 77–90.
- Deryakulu, D. (2002). Denetim odağı ve epistemolojik inançların öğretim materyalini kavramayı denetleme türü ve düzeyi ile ilişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 55–61.
- Dignath, C., Buettner, G., & Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on selfregulation training programmes. Educational Research Review, 3, 101–129. Cumhuriyet International Journal of Education-CIJE e–ISSN: 2147-1606 Vol 6 (1), 2017, 107 – 122 - 119 -
- Dönmez, A. (1986). Denetim odağı: Temel araştırma alanları, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 19(1), 259–280.
- Englert, C.S., & Tarrant, A.L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16(6), 325–336.
- Greene, J.A., Moos, D.C., Azevedo, R., & Winters, F.I. (2008). Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia. Computers & Education, 50, 1069–1083.
- Hadwin, A.F., & Winne, P.H. (2001). CoNoteS2: A software tool for promoting selfregulation. Educational Research and Evaluation, 7(2-3), 313–334.
- Henry, S.K., Scott, J.A., Wells, J., Skobel, B., Jones, A., Cross, S., Butler, C., & Blackstone, T. (1999). Linking university and teacher communities: A "think tank" model of professional development. Teacher Education and Special Education, 22(4), 251–268. Jackson, T., Mackenzie, J., & Hobfoll, S.E. (2000). Communal aspects of self-regulation. In M. Boekaerts, P.R. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation (p. 275-300). San Diego, California: Academic Press.
- Keser, H. (1988). Bilgisayar destekli öğretim için bir model önerisi. Yayınlanmamış doktora tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
- Kramarski, B., & Mizrachi, N. (2004). Enhancing mathematical literacy with the use of metacognitive guidance in forum discussion. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 3, 169–176.
- Lin, X. (2001). Designing metacognitive activities. Educational Technology Research and Development, 49(2), 23–40.
- Meyer, E., Abrami, P.C., Wadea, C.A., Aslan, O., & Deault, L. (2010). Improving literacy and metacognition with electronic portfolios: Teaching and learning with EPEARL. Computers & Education, 55, 84–91.
- Muis, K.R., & Franco, G.M. (2009). Epistemic beliefs: Setting the standards for selfregulated learning. Contemporary Educational Psychology, 34, 306–318.
- Palincsar, A.S., Magnusson, S.J., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 5–19.
- Paris, S.G., & Paris, A.H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
- 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, 97– 108.
- Perry, N.E., VandeKamp, K.O., Mercer, L.K., & Nordby, C.J. (2002). Investigating teacher– student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15.
- Perry, N.E., Walton, C., & Calder, K. (1999). Teachers developing assessments of early literacy: A community of practice project. Teacher Education and Special Education, 22(4), 218–233.
- Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, and M. Zeidner (Eds.), Handbook of Self-Regulation (p. 451– 502). San Diego, CA: Academic Press.
- Tsai, C.W., & Shen, P.D. (2009). Applying web-enabled self-regulated learning and problem-based learning with initiation to involve low-achieving students in learning. Computers in Human Behavior, 25, 1189–1194.
- Winne, P.H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559–565. Cumhuriyet International Journal of Education-CIJE e–ISSN: 2147-1606 Vol 6 (1), 2017, 107 – 122 - 120 -
- Yalın, H.İ. (2007). Öğretim teknolojileri ve materyal geliştirme. (19. Basım). Ankara: Nobel Yayın Dağıtım.
The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment
Abstract
The purpose of this study is to determine how metacognitive guidance given to
preservice teachers of information and communication technologies having different
locus of control tendencies affects their self regulation skills in online self regulated
learning environment. The study was carried out in 2x3 factorial design. The research
group consists of 72 at the Department of Computer and Instructional Technologies
Education at Ankara University and Gazi University and who attended the lesson of
Teaching Practice. The data of the study were obtained as a result of a six-week ongoing
experimental procedure applied to the preservice teachers who were appointed to
different groups in accord with their locus of control tendencies and took metacognitive
guidance. Whether there is a relation between online self regulated learning and
perceived socialization in online environment or not was also investigated in the study.
The findings of the study showed no significant difference among online self regulated
learning pretest scores with regard to the metacognitive guidance. However, a
significant difference was identified among the Online Self Regulated Learning Scale
posttest scores at the end of the application. In addition to these finding, when the scores
of locus of control and metacognitive guidance were controlled, no significant difference
was found between the posttest scores of online self regulated learning and perceived
socialization in online learning environment. Within this context, a research on the social
extent of online self regulated learning could be useful.
Keywords
Online self regulated learning locus of control metacognitive guidance problem based learning sociability
References
- Alkan, C. (2005). Eğitim teknolojisi. Ankara: Anı Yayıncılık.
- An, Y.J. (2006). Collaborative problem-based learning in online environments. Unpublished PhD thesis. University of Indiana.
- Anderton, B. (2006). Using the online course to promote self-regulated learning strategies in preservice teachers. Journal of Interactive Online Learning, 5(2), 156–177.
- Azevedo, R. (2002). Beyond intelligent tutoring systems: Using computers as METAcognitive tools to enhance learning?. Instructional Science, 30, 31–45.
- Azevedo, R., & Hadwin, A.F. (2005). Scaffolding self-regulated learning and metacognition – implications for the design of computer-based scaffolds. Instructional Science, 33, 367–379.
- Azevedo, R., & Jacobson, M. (2008). Advances in scaffolding learning with hypertext and hypermedia: a summary and critical analysis. Educational Technology Research and Development, 56(1), 93-100.
- Azevedo, R., Cromley, J.G., Winters, F.I., Moos, D.C., & Greene, J.A. (2005). Adaptive human scaffolding facilitates adolescents’ self-regulated learning with hypermedia. Instructional Science, 33, 381–412.
- Ball, D.B. (1995). Blurring the boundaries of research and practice. Remedial and Special Education, 16(6), 354–363.
- Bannert, M., Hildebrand, M., & Mengelkamp, C. (2009). Effects of a metacognitive support device in learning environments. Computers in Human Behavior, 25, 829–835.
- Bardakcı, S. (2010). Çevrimiçi öğrenme ortamında algılanan sosyalleşme ölçeğinin geçerlik ve güvenirlik çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 43(1), 17-39.
- 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.
- Butler, D.L. (1995). Promoting strategic learning by post secondary students with learning disabilities. Journal of Learning Disabilities, 28, 170–190.
- Büyüköztürk, Ş. (2007). Deneysel desenler öntetst-sontest kontrol grubu desen ve veri analizi. Ankara: Pegem A Yayıncılık.
- Büyüköztürk, Ş. (2010). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum. Ankara: Pegem A Yayıncılık.
- Çetin, B. (2010). Cross-cultural structural parameter invariance on PISA 2006 student questionnaires. 38. http://www.ejer.com.tr/index.php?git=22&kategori=85&makale=677 adresinden 22 Ekim 2010 tarihinde alınmıştır.
- Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara: Pegem A Yayıncılık.
- Dabarera, C., Renandya, W.A., & Zhang, J.S. (2014). The impact of metacognitive scaffolding and monitoring on reading comprehension. System, 42, 462-473.
- Dağ, İ. (2002). Kontrol odağı ölçeği (KOÖ): Ölçek geliştirme, güvenirlik ve geçerlik çalışması. Türk Psikoloji Dergisi, 17(49), 77–90.
- Deryakulu, D. (2002). Denetim odağı ve epistemolojik inançların öğretim materyalini kavramayı denetleme türü ve düzeyi ile ilişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 55–61.
- Dignath, C., Buettner, G., & Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on selfregulation training programmes. Educational Research Review, 3, 101–129. Cumhuriyet International Journal of Education-CIJE e–ISSN: 2147-1606 Vol 6 (1), 2017, 107 – 122 - 119 -
- Dönmez, A. (1986). Denetim odağı: Temel araştırma alanları, Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 19(1), 259–280.
- Englert, C.S., & Tarrant, A.L. (1995). Creating collaborative cultures for educational change. Remedial and Special Education, 16(6), 325–336.
- Greene, J.A., Moos, D.C., Azevedo, R., & Winters, F.I. (2008). Exploring differences between gifted and grade-level students’ use of self-regulatory learning processes with hypermedia. Computers & Education, 50, 1069–1083.
- Hadwin, A.F., & Winne, P.H. (2001). CoNoteS2: A software tool for promoting selfregulation. Educational Research and Evaluation, 7(2-3), 313–334.
- Henry, S.K., Scott, J.A., Wells, J., Skobel, B., Jones, A., Cross, S., Butler, C., & Blackstone, T. (1999). Linking university and teacher communities: A "think tank" model of professional development. Teacher Education and Special Education, 22(4), 251–268. Jackson, T., Mackenzie, J., & Hobfoll, S.E. (2000). Communal aspects of self-regulation. In M. Boekaerts, P.R. Pintrich, and M. Zeidner (Eds.), Handbook of self-regulation (p. 275-300). San Diego, California: Academic Press.
- Keser, H. (1988). Bilgisayar destekli öğretim için bir model önerisi. Yayınlanmamış doktora tezi. Ankara Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
- Kramarski, B., & Mizrachi, N. (2004). Enhancing mathematical literacy with the use of metacognitive guidance in forum discussion. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 3, 169–176.
- Lin, X. (2001). Designing metacognitive activities. Educational Technology Research and Development, 49(2), 23–40.
- Meyer, E., Abrami, P.C., Wadea, C.A., Aslan, O., & Deault, L. (2010). Improving literacy and metacognition with electronic portfolios: Teaching and learning with EPEARL. Computers & Education, 55, 84–91.
- Muis, K.R., & Franco, G.M. (2009). Epistemic beliefs: Setting the standards for selfregulated learning. Contemporary Educational Psychology, 34, 306–318.
- Palincsar, A.S., Magnusson, S.J., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GIsML community. Teaching and Teacher Education, 14(1), 5–19.
- Paris, S.G., & Paris, A.H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101.
- 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, 97– 108.
- Perry, N.E., VandeKamp, K.O., Mercer, L.K., & Nordby, C.J. (2002). Investigating teacher– student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15.
- Perry, N.E., Walton, C., & Calder, K. (1999). Teachers developing assessments of early literacy: A community of practice project. Teacher Education and Special Education, 22(4), 218–233.
- Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, and M. Zeidner (Eds.), Handbook of Self-Regulation (p. 451– 502). San Diego, CA: Academic Press.
- Tsai, C.W., & Shen, P.D. (2009). Applying web-enabled self-regulated learning and problem-based learning with initiation to involve low-achieving students in learning. Computers in Human Behavior, 25, 1189–1194.
- Winne, P.H. (2005). A perspective on state-of-the-art research on self-regulated learning. Instructional Science, 33, 559–565. Cumhuriyet International Journal of Education-CIJE e–ISSN: 2147-1606 Vol 6 (1), 2017, 107 – 122 - 120 -
- Yalın, H.İ. (2007). Öğretim teknolojileri ve materyal geliştirme. (19. Basım). Ankara: Nobel Yayın Dağıtım.
Details
| Other ID | JA39ZK74CF |
|---|---|
| Journal Section | Research Article |
| Authors | |
| Publication Date | March 1, 2017 |
| Published in Issue | Year 2017Volume: 6 Issue: 1 |
