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Service Teachers’ Academic Achievements In Online 
Distance Education: The Roles Of Online Self-Regulation And Attitudes

Year 2013, Volume: 14 Issue: 2, 131 - 140, 01.06.2013

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.

References

  • Agır, F., Gür, H., & Okçu, A. (2007). Development Of The Attıtude Scale Toward
  • Distance Learning: Reliability And Validity. e-Journal of New World Sciences Academy, 3(2). Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self- regulation in online and blended learning environments. The Internet and Higher
  • Education, 12(1), 1–6. DOI:10.1016/j.iheduc.2008.10.005
  • Chang, M. M. (2007). Enhancing web-based language learning through self-monitoring.
  • Journal of Computer Assisted Learning, 23(3), 187–196. DOI:10.1111/j.1365- 272006.00203.x
  • García-Ros, R., Pérez-González, F., & Hinojosa, E. (2004). Assessing Time Management
  • Skills as an Important Aspect of Student Learning. School Psychology International, 25(2), 167–183. Jenkins, J. S. (2009). The effects of explıcıt self-regulated learnıng strategy ınstructıon on mathematıcs achivement. The University of North Carolina, Charlotte.
  • Jonassen, D., Davidson, M., Collins, M., & Campbell, J. (1995). Constructivism and computer‐mediated communication in distance education, 9(2).
  • King, F. B., Harner, M., & Brown, S. W. (2000). Self-Regulatory Behavior Influences in
  • Distance Learning. International Journal of Instructional Media, 27(2). Korkmaz, O., & Kaya, S. (2012). Adapting Online Self-Regulated Learning Scale into
  • Turkish. Turkish Online Journal of Distance Education-TOJDE, 13(1), 52. Kumar, A. (1999). Learner Characteristics and Success in Indian Distance Education.
  • Open Learning: The Journal of Open, Distance and e-Learning, 14(3), 52–58. Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. The international review of research in open and distance learning, 5(2).
  • Puzziferro, M. (2008). Online Technologies Self-Efficacy and Self-Regulated Learning as
  • Predictors of Final Grade and Satisfaction in College-Level Online Courses. American Journal of Distance Education, 22(2), 72–89. Roger, A., & Witherspoon, A. (2009). Handbook of metacognition in education. Mahwah, N.J: Erlbaum.
  • Sanders, D. W., & Morrison-Shetlar, A. (2001). Student Attitudes toward Web-Enhanced
  • Instruction in an Introductory Biology Course. Journal of Research on Computing in Education, 33(3). Turan, S., & Demirel, Ö. (2010). The relationship between self-regulated learning skills and achievement: a case from hacettepe university medical school. H. U. Journal of
  • Education, 38. Retrieved from http://www.efdergi.hacettepe.edu.tr/english/abstracts/38/pdf/SEVG%C4%B0%20T URAN.pdf Usta, E. (2011). The examİnatıon of onlıne self-regulated learnıng skılls ın web-based learnıng environments ın terms of dıfferent variables. TOJET, 10(3).
  • Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance.
  • Learning and Individual Differences, 11(3). Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Handbook of Self-Regulation (5th ed.). San Diego, CA.: Academic Press.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning.
  • Journal of Educational Psychology, 81(3). Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3).
Year 2013, Volume: 14 Issue: 2, 131 - 140, 01.06.2013

Abstract

References

  • Agır, F., Gür, H., & Okçu, A. (2007). Development Of The Attıtude Scale Toward
  • Distance Learning: Reliability And Validity. e-Journal of New World Sciences Academy, 3(2). Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self- regulation in online and blended learning environments. The Internet and Higher
  • Education, 12(1), 1–6. DOI:10.1016/j.iheduc.2008.10.005
  • Chang, M. M. (2007). Enhancing web-based language learning through self-monitoring.
  • Journal of Computer Assisted Learning, 23(3), 187–196. DOI:10.1111/j.1365- 272006.00203.x
  • García-Ros, R., Pérez-González, F., & Hinojosa, E. (2004). Assessing Time Management
  • Skills as an Important Aspect of Student Learning. School Psychology International, 25(2), 167–183. Jenkins, J. S. (2009). The effects of explıcıt self-regulated learnıng strategy ınstructıon on mathematıcs achivement. The University of North Carolina, Charlotte.
  • Jonassen, D., Davidson, M., Collins, M., & Campbell, J. (1995). Constructivism and computer‐mediated communication in distance education, 9(2).
  • King, F. B., Harner, M., & Brown, S. W. (2000). Self-Regulatory Behavior Influences in
  • Distance Learning. International Journal of Instructional Media, 27(2). Korkmaz, O., & Kaya, S. (2012). Adapting Online Self-Regulated Learning Scale into
  • Turkish. Turkish Online Journal of Distance Education-TOJDE, 13(1), 52. Kumar, A. (1999). Learner Characteristics and Success in Indian Distance Education.
  • Open Learning: The Journal of Open, Distance and e-Learning, 14(3), 52–58. Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. The international review of research in open and distance learning, 5(2).
  • Puzziferro, M. (2008). Online Technologies Self-Efficacy and Self-Regulated Learning as
  • Predictors of Final Grade and Satisfaction in College-Level Online Courses. American Journal of Distance Education, 22(2), 72–89. Roger, A., & Witherspoon, A. (2009). Handbook of metacognition in education. Mahwah, N.J: Erlbaum.
  • Sanders, D. W., & Morrison-Shetlar, A. (2001). Student Attitudes toward Web-Enhanced
  • Instruction in an Introductory Biology Course. Journal of Research on Computing in Education, 33(3). Turan, S., & Demirel, Ö. (2010). The relationship between self-regulated learning skills and achievement: a case from hacettepe university medical school. H. U. Journal of
  • Education, 38. Retrieved from http://www.efdergi.hacettepe.edu.tr/english/abstracts/38/pdf/SEVG%C4%B0%20T URAN.pdf Usta, E. (2011). The examİnatıon of onlıne self-regulated learnıng skılls ın web-based learnıng environments ın terms of dıfferent variables. TOJET, 10(3).
  • Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance.
  • Learning and Individual Differences, 11(3). Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Handbook of Self-Regulation (5th ed.). San Diego, CA.: Academic Press.
  • Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning.
  • Journal of Educational Psychology, 81(3). Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80(3).
There are 21 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Ahmet Murat Uzun This is me

Erhan Unal This is me

Ahmet Yamac This is me

Publication Date June 1, 2013
Submission Date February 27, 2015
Published in Issue Year 2013 Volume: 14 Issue: 2

Cite

APA Uzun, A. M., Unal, E., & Yamac, A. (2013). Service Teachers’ Academic Achievements In Online 
Distance Education: The Roles Of Online Self-Regulation And Attitudes. Turkish Online Journal of Distance Education, 14(2), 131-140.