Öğrenme Analitiği Geribildirimleri ile Desteklenmiş Ters-Yüz Öğrenme Ortamının Çeşitli Değişkenler Açısından Modellenmesi

Abstract

Bu araştırmanın amacı öğrenme analitiklerine dayalı kişiselleştirilmiş tavsiye ve yönlendirme mesajları ile desteklenmiş bir ters-yüz öğrenme ortamında öğrencilerin sorgulama topluluğu, akademik öz-yeterlikleri, yansıtıcı düşünme becerileri, problem çözme becerileri ve üstbilişsel farkındalıkları arasındaki ilişkileri incelemektir. Bu amaçla öğrenme yönetim sistemi üzerinden öğrencilerin haftalık öğrenme analitiği sonuçlarına dayalı olarak kişiselleştirilmiş tavsiye ve yönlendirmelerde bulunulmuştur. Araştırmada öğrencilerin sorgulama topluluğu, akademik öz-yeterlikleri, yansıtıcı düşünme becerileri, problem çözme becerileri ve üstbilişsel farkındalık durumları belirlenmiş ve bunlar arasındaki yapısal ilişkiler ortaya konulmaya çalışılmıştır. Araştırma, ters-yüz öğrenme yaklaşımı ile yürütülen Bilgisayar I dersinde gerçekleştirilmiştir. Araştırma 117 üniversite öğrencisi üzerinde yürütülmüştür. Araştırma sonucunda öğrencilerin sorgulama topluluğu düzeylerinin yüksek; akademik öz-yeterlikleri, yansıtıcı düşünme becerileri, problem çözme becerileri ve üstbilişsel farkındalık düzeylerinin ise orta olduğu görülmüştür. Sorgulama topluluğunun akademik öz-yeterliği, akademik öz-yeterliğin yansıtıcı düşünme becerileri ile problem çözme becerilerini anlamlı şekilde etkilediği görülmüştür. Yansıtıcı düşünme becerileri ile problem çözme becerilerinin ise üstbilişsel farkındalığı anlamlı şekilde etkilediği ortaya konulmuştur. Bu araştırma öğrenme analitiklerine dayalı kişiselleştirilmiş tavsiye ve yönlendirme mesajları ile desteklenmiş bir ters-yüz öğrenme ortamında yapısal değişkenler arasındaki ilişkileri ortaya koyması açısından önemlidir.

Keywords

• Öğrenme analitiği,Sorgulama topluluğu,Akademik öz-yeterlik,Yansıtıcı düşünme,Problem çözme,Üstbilişsel farkındalık,ters-yüz öğrenme,geribildirim

Modeling Different Variables in Flipped Classrooms Supported with Learning Analytics Feedback

Abstract

The aim of this research is to examine the relationships between students' community of inquiry, academic self-efficacy, reflective thinking skills, problem-solving skills, and metacognitive awareness in a flipped learning environment supported by personalized recommendation and guidance messages based on learning analytics. For this purpose, personalized recommendation and guidance were made based on the weekly learning analytics results of the students through the learning management system. In the research, the status of community of inquiry, academic self-efficacy, reflective thinking skills, problem-solving skills and metacognitive awareness were determined and the structural relationships between them were tried to be revealed. The research was carried out in the Computer I course, carried out with the flipped learning approach. The research was carried out on 117 university students. As a result of the research, students' community of inquiry levels are high; academic self-efficacy, reflective thinking skills, problem-solving skills and metacognitive awareness levels were found to be moderate. It has been observed that community of inquiry has a significant effect on academic self-efficacy. Academic self-efficacy was found to significantly affect reflective thinking skills and problem-solving skills. It was demonstrated that reflective thinking skills and problem-solving skills significantly affect metacognitive awareness. This research is important in terms of revealing the relationships between structural variables in flipped learning supported by personalized recommendation and guidance feedbacks based on learning analytics.

Keywords

• Learning analytics,Community of inquiry,Academic self-efficacy,Reflective thinking,Problem-solving,Metacognitive awareness,flipped learning environment,feedback

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