Year 2017, Volume 6, Issue 1, Pages 107 - 122 2017-03-01

The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment
Çevrimiçi Öz Düzenleyici Öğrenme Ortamında Metabilişsel Desteğin Öz Düzenleme Becerisine Etkisi

Serap SAMSA YETİK [1]

146 592

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.



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.
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Subjects Social
Other ID JA39ZK74CF
Journal Section Research Article
Authors

Author: Serap SAMSA YETİK
Institution: PAMUKKALE ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, BİLGİSAYAR VE ÖĞRETİM TEKNOLOJİLERİ EĞİTİMİ BÖLÜMÜ
Country: Turkey


Bibtex @ { cije321444, journal = {Cumhuriyet International Journal of Education}, issn = {}, eissn = {2147-1606}, address = {Cumhuriyet University}, year = {2017}, volume = {6}, pages = {107 - 122}, doi = {10.30703/cije.321444}, title = {The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment}, key = {cite}, author = {YETİK, Serap SAMSA} }
APA YETİK, S . (2017). The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment. Cumhuriyet International Journal of Education, 6 (1), 107-122. DOI: 10.30703/cije.321444
MLA YETİK, S . "The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment". Cumhuriyet International Journal of Education 6 (2017): 107-122 <http://dergipark.org.tr/cije/issue/29856/321444>
Chicago YETİK, S . "The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment". Cumhuriyet International Journal of Education 6 (2017): 107-122
RIS TY - JOUR T1 - The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment AU - Serap SAMSA YETİK Y1 - 2017 PY - 2017 N1 - doi: 10.30703/cije.321444 DO - 10.30703/cije.321444 T2 - Cumhuriyet International Journal of Education JF - Journal JO - JOR SP - 107 EP - 122 VL - 6 IS - 1 SN - -2147-1606 M3 - doi: 10.30703/cije.321444 UR - https://doi.org/10.30703/cije.321444 Y2 - 2019 ER -
EndNote %0 Cumhuriyet International Journal of Education The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment %A Serap SAMSA YETİK %T The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment %D 2017 %J Cumhuriyet International Journal of Education %P -2147-1606 %V 6 %N 1 %R doi: 10.30703/cije.321444 %U 10.30703/cije.321444
ISNAD YETİK, Serap SAMSA . "The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment". Cumhuriyet International Journal of Education 6 / 1 (March 2017): 107-122. https://doi.org/10.30703/cije.321444