E-Öğrenme Ortamlarında Öz Düzenleme Destekleri Üzerine Sistematik Derleme Çalışması

Year 2025, Volume: 13 Issue: 25, 473 - 516

Mahmure İpek , Bilge Gök

Abstract

Bu çalışmanın amacı, e-öğrenme ortamlarında öz düzenleme destekleri konusunda yapılan araştırmaların mevcut durumunu analiz etmek ve raporlamaktır. Sistematik derleme yöntemi ile yürütülen bu araştırmada; çeşitli veri tabanlarından anahtar kelimeler aracılığıyla arama yapılmış ve arama kriterlerini karşılayan 38 araştırma incelemeye alınmıştır. İncelenen araştırmalar betimsel içerik analizine tabi tutulmuştur. Elde edilen veriler ise çözümlenerek tablolar, frekanslar, şekiller ve grafikler aracılığıyla sunulmuştur. Elde edilen bulgularda, çalışma grubu olarak daha çok lisans grubunun; öğrenme etkinliği olarak bilişim-teknoloji ve dil öğretimi disiplinlerinin daha çok seçildiği görülmüştür. Araştırmalarda bilgisayar tabanlı, çevrim içi, kitlesel çevrim içi (KAÇD), mobil, oyun tabanlı, karma ve ters yüz e-öğrenme ortamları ile bütünleşmiş çok çeşitli öz düzenleme desteklerinin kullanıldığı ortaya çıkmıştır. E-öğrenme ortamlarında öz düzenleme desteklerinin öğrenenlerin akademik başarısında ve öz düzenleme becerisinin gelişiminde önemli rol oynadığı sonucuna ulaşılmıştır.

Keywords

E-öğrenme ortamları, öz düzenleme destekleri, öz düzenleme becerisi

Ethical Statement

Bu çalışmada insan veya hayvan deneklerinden veri toplanmamıştır. Bu nedenle çalışma, etik kurul onayı gerektiren çalışmalar kapsamında yer almadığından etik kurul onayı alınmamıştır.

Systematic Review Study on Self-Regulation Supports in E-Learning Environments

Abstract

The aim of this study is to analyze and report the current status of research on self-regulation supports in e-learning environments. In this study, which was conducted with the systematic review method, a search was made through keywords from various databases and 38 studies that met the search criteria were included in the review. The analysed studies were subjected to descriptive content analysis. The data obtained were analyzed and presented in tables, frequencies, figures and graphs. In the findings obtained, it was seen that the undergraduate group was mostly selected as the study group, and information-technology and language teaching disciplines were mostly selected as learning activities. It was revealed that a wide range of self-regulation supports integrated with computer-based, online, massive online learning (MOOC), mobile, game-based, blended and flipped e-learning environments were used in the studies. It was concluded that self-regulation supports in e-learning environments play an important role in learners' academic achievement and development of self-regulation skills.

Keywords

E-learning enviroments, self-regulation supports, self-regulation skills

Ethical Statement

Bu çalışmada insan veya hayvan deneklerinden veri toplanmamıştır. Bu nedenle çalışma, etik kurul onayı gerektiren çalışmalar kapsamında yer almadığından etik kurul onayı alınmamıştır.

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