Service Teachers’ Academic Achievements In Online Distance Education: The Roles Of Online Self-Regulation And Attitudes
Abstract
The purpose of this study is to examine pre-service teachers’ academic achievements in terms of different variables such as online self-regulated learning skills and attitudes towards distance education. This study is descriptive in nature. Survey study design was implemented to examine the relationships among variables. The study was implemented at Afyon Kocatepe University Faculty of Education in Turkey. The study group consists of 114 students from different departments including primary school education, social studies education and preschool education. 84 (73.7%) were females and 30 (26.3%) were males. Ages of the group ranged between 18 and 28 with a mean of 19.42 (SD: 1.30). In Afyon Kocatepe University some courses named “Computer II” and “Principles of Ataturk and the History of Revolution” are presented by using computer based online distance education. We selected “Computer II” as data collection medium. The course was introduced to students for one semester. Online self-regulated learning scale (α=0.948) and attitude scale towards distance learning (α=0.835) are used as data instruments. Students’ final grades were taken into account as achievement scores to examine the relationship between achievement attitude and self-regulated learning. Pearson’s correlation coefficient, multiple regression analysis, independent samples t-test and one-way ANOVA are conducted to analyze collected data. The results showed that online self-regulated learning strategies and attitude towards distance education accounted for 15 % of variation of students’ achievement. Attitude made a significant contribution to the prediction of achievement while the sub factors of self-regulated learning did not make a significant contribution to achievement.
Keywords
Self-regulated Learning, Distance Education, Attitude, and Achievement.
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