Araştırma Makalesi
BibTex RIS Kaynak Göster

Examination of Self-Regulated Learning Skills of Learners in the Context of Massive Open Online Courses

Yıl 2020, , 1 - 30, 31.01.2020
https://doi.org/10.18039/ajesi.681905

Öz

The purpose of this research is to examine the self-regulated learning skills of participants in Massive Open Online Courses (MOOCs). In order to find answers to research questions, quantitative survey method was used. The research was carried out with data collected from AKADEMA which is a Massive Open Online Course Platform of Anadolu University. In data collecting process, Self-Regulated Learning Scale for Self-Paced Learning was used. 2136 participants completed the scale. In the study, variables related to gender, course completion status, education level and age range were examined. When the research findings were evaluated, based on gender, there was a significant difference in the participants’ self-regulated learning skills. Accordingly, the self-regulated learning skills of female learners were higher than male learners. Besides, there was a statistically significant difference between learners’ self-regulated learning skills and course completion status. Accordingly, the self-regulated learning skills of learners who completed the MOOCs were higher than those who did not complete. In addition to these findings, there was a significant difference among self-regulated learning skills of learners and their educational status. Finally, self-regulated skills of learners varied according to age. Based on the research findings, suggestions for instructional designers, educators, practitioners, researchers and policy makers were provided.

Kaynakça

  • Agarwala, M. (2013). A research summary on mooc completion rates. Edlab, Teachers College Columbia University. https://edlab.tc.columbia.edu/blog/8990-A-Research-Summaryon-MOOC-Completion-Rates (Erişim Tarihi: 17.03.2018).
  • Alario-Hoyos, C., Estévez-Ayres, I., Pérez-Sanagustín, M., Kloos, C. D., & Fernández-Panadero, C. (2017). Understanding learners’ motivation and learning strategies in MOOCs.The International Review of Research in Open and Distributed Learning, 18(3). https://doi.org/10.19173/irrodl.v18i3.2996.
  • Altun, S., ve Erden, M. (2007). Öğrenmede motive edici stratejiler ölçeğinin geçerlik ve güvenirlik çalışması. Edu7, 2(1), 1-16.
  • Arsal, Z. (2009). The impact of self-regulation ınstruction on mathematics achievements and attitudes of elementary school students. Eğitim ve Bilim, 34(152), 1-12.
  • Arseven, A. D. (2003). Alan araştırma yöntemi (İlkeler, teknikler, örnekler). Ankara: Gül Yayınevi.
  • Aydemir, M., Çelik, E., Bingöl, İ., Karapınar, A. G. D. Ç., Kurşun, E., ve Karaman, S.52(2016). İnternet üzerinden herkese açık kurs (İHAK) sağlama deneyimi: Atademix. Açıkögretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 52-74.
  • Azevedo, R., and Cromley, J. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia?. Journal of Educational Psychology, 96(3), 523–535. https://doi.org/10.1037/0022-0663.96.3.523.
  • Barnark-Brak, L., Lan, W., and Paton, V. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distance Learning, 11(1), 62–80. https://doi.org/10.19173/irrodl.v11i1.769.
  • Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397. https://doi.org/10.1016/j.chb.2016.01.010.
  • Bozkurt, A. (2015). Kitlesel açık çevrimiçi dersler (massive open online courses- moocs) ve sayısal bilgi çağında yaşamboyu öğrenme fırsatı. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 1(1), 56-82. https://dergipark.org.tr/tr/pub/auad /issue/3030/42090.
  • Bozkurt, A. (2016). Bağlantıcı Kitlesel Açık Çevrimiçi Derslerde Etkileşim Örüntüleri ve Öğreten-Öğrenen Rollerinin Belirlenmesi. Doktora tezi. Eskişehir: Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Bozkurt, A., Koseoglu, S., & Keefer, J. (2019). My Story: A Found Poem Reflecting the Voice of Women Studying in Open Education Programs in Turkey. Paper presented at OER19: Recentering Open: Critical and global perspectives, 10-11 April. National University of Ireland, Galway, Ireland. https://oer19.oerconf.org/sessions/my-story-a-found-poem-reflecting-the-voice-of-women-studying-in-open-education-programs-in-turkey-o-012/.
  • Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self-regulated learning. Psychology and Aging, 28(1), 232-242. https://doi.org/10.1037/a0030678.
  • Charles, M., & Bradley, K. (2009). Indulging our gendered selves? Sex segregation by field of study in 44 countries. American journal of sociology, 114(4), 924-976. https://doi.org/10.1086/595942.
  • Chyung, S. Y. Y. (2007). Age and gender differences in online behavior, self-efficacy, and academic performance. Quarterly Review of Distance Education, 8(3). https://doi.org/10.2139/ssrn.1988201.
  • Cohen, L., Manion, L., & Morrison, K. (2013). Validity and reliability. Cohen, L., Manion, L., & Morrison, K. (Eds.), In Research methods in education (s. 203-240). Routledge. https://doi.org/10.4324/9781315456539-14.
  • Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson/Merrill Education.
  • Cunningham, J. A. (2017). Predicting Student Success in a Self-Paced Mathematics MOOC. Doctoral dissertation. USA: Arizona State University.
  • Çetin, C., & Karalar, S. (2016). X, y ve z kuşağı öğrencilerin çok yönlü ve sınırsız kariyer algıları üzerine bir araştırma. Yönetim Bilimleri Dergisi, 14(28), 157-197.
  • Çiltaş, A., ve Bektaş, F. (2009). Sınıf öğretmenliği öğrencilerinin matematik dersine ilişkin motivasyon ve öz-düzenleme becerileri. Journal of Qafqaz University, 2012, 1-10.
  • Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5-6), 513-540. https://doi.org/10.1007/s11251-005-1278-3.
  • Dabbagh N., & Kitsantas, A. (2012). Personal learning environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
  • Demiray, E. (2013). Uzaktan eğitim ve kadın eğitiminde uzaktan eğitimin önemi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 155-168.
  • Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245-1248. https://doi.org/10.1126/science.aab3782.
  • Hausmann, A. O. (2017). Self-regulated learning of movement sequences in advanced age. Innovation in aging, 1(S1), 327-328. https://doi.org/10.1093/geroni/igx004.1206
  • Hood, N., Littlejohn, A., ve Milligan, C. (2015). Context counts: how learners' contexts ınfluence learning in a MOOC. Computers & Education, 91, 83–91. https://doi.org/10.1016/j.compedu.2015.10.019.
  • Jansen, R. S., Van Leeuwen, A., Janssen, J., and Kester, L. (2017). Self-regulated learning in open online education. Tampere, Finland.
  • Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2016). Females' Enrollment and Completion in Science, Technology, Engineering, and Mathematics Massive Open Online Courses. arXiv preprint arXiv:1608.05131.
  • Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1), 133-160. https://doi.org/10.19173/irrodl.v15i1.1651.
  • Jordan, K. (2015). Massive open online course completion rates revisited: assessment, length and attrition. The International Review of Research in Open and Distributed Learning, 16(3), 341-358. https://doi.org/10.19173/irrodl.v16i3.2112.
  • Kılıç, E., & Karadeniz, Ş. (2014). Cinsiyet ve öğrenme stilinin gezinme stratejisi ve başarıya etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(3), 129-146.
  • Kizilcec, R. F., Pérez-Sanagustín, M., and Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
  • Kocdar, S., Karadeniz, A., Bozkurt, A., & Buyuk, K. (2018). Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments. The International Review of Research in Open and Distributed Learning, 19(1), 25-43. https://doi.org/10.19173/irrodl.v19i1.3255.
  • Kocdar, S., Okur, M. R., and Bozkurt, A. (2017). An examination of xmoocs: an embedded single case study based on conole’s 12 dimensions. Turkish Online Journal of Distance Education, 18(4), 52-65. https://doi.org/10.17718/tojde.340381.
  • Kordaki, M., & Berdousis, I. (2014). Course Selection in Computer Science: Gender Differences. Procedia-Social and Behavioral Sciences, 116(1), 4770-4774. https://doi.org/10.1016/j.sbspro.2014.01.1023.
  • Lachman, M. E. (2006). Perceived control over aging-related declines: Adaptive beliefs and behaviors. Current Directions in Psychological Science, 15(6), 282-286. https://doi.org/10.1111/j.1467-8721.2006.00453.x.
  • Li, K. (2019). MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach. Computers & Education, 132(1), 16-30. https://doi.org/10.1016/j.compedu.2019.01.003.
  • Liou, P. Y., & Kuo, P. J. (2014). Validation of an instrument to measure students’ motivation and self-regulation towards technology learning. Research in Science & Technological Education, 32(2), 79-96. https://doi.org/10.1080/02635143.2014.893235.
  • Littlejohn, A., Hood, N., Milligan, C., and Mustain, P. (2016). Learning in moocs: motivations and self-regulated learning in moocs. The Internet and Higher Education, 29, 40-48. https://doi.org/10.1016/j.iheduc.2015.12.003.
  • Liyanagunawardena, T. R., Parslow, P. And Williams, S. (2014). Dropout: MOOC Participants’ perspective. In Emoocs 2014, The Second MOOC European Stakeholders Summit (pp. 95-100). 10-12th February 2014, Lausanne, Switzerland.
  • Lushnikova, N., Chintakayala, P. & Rodante, A. (2013). Massive open online courses from ıvy league universities: benefits and challenges for students and educators. XI International Conference “Providing continuity of content in the system of stepwise graduate and postgraduate education". Ukraine, November.
  • Özaydınlık, K. (2014). Toplumsal cinsiyet temelinde Türkiye’de kadın ve eğitim. Sosyal Politika Çalışmaları Dergisi, 33, 93-112.
  • Öztürk, T., Köseoğlu, S., Uçar, H., Bozkurt, A., ve Karahan, E. (2019). The Paradox of Distance Education in Education of Girls. In proceedings of VIth International Eurasian Educational Research Congress. Ankara University, Ankara, Turkey.
  • Price, L. (2006). Gender differences and similarities in online courses: challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349-359. https://doi.org/10.1111/j.1365-2729.2006.00181.x.
  • Sağırlı, M. Ö., Çiltaş, A., Azapağası, E., ve Zehir, K. (2010). Yüksek öğretimin özdüzenlemeyi öğrenme becerilerine etkisi (Atatürk Üniversitesi örneği). Kastamonu Eğitim Dergisi, 18(2), 587-596.
  • Scopeo (2013). MOOC: Estado de la situación actual, posib ilidades, retos y futuro. Scopeo Informe No. 2.
  • Sukati, C. W. S. (2015). Education for all children by 2015: Mere rhetoric or reality in Swaziland?. International journal of Education and research, 1(11), 1-12.
  • Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a Web-based course: A case study. Educational Technology Research & Development, 52(4), 5–22. https://doi.org/10.1007/bf02504714.
  • Xu, D., & Jaggars, S. S. (2013). Adaptability to Online Learning: Differences across Types of Students and Academic Subject Areas. CCRC Working Paper No. 54. Community College Research Center, Columbia University.
  • Yukselturk, E., & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12(3), 12-22.
  • Yukselturk, E., & Top, E. (2013). Exploring the link among entry characteristics, participation behaviors and course outcomes of online learners: An examination of learner profile using cluster analysis. British Journal of Educational Technology, 44(5), 716-728. https://doi.org/10.1111/j.1467-8535.2012.01339.x.
  • Zhao, H., Chen, L., and Panda, S. (2014). Self-regulated learning ability of chinese distance learners. British Journal of Educational Technology, 45(5), 941-958. https://doi.org/10.1111/bjet.12118.
  • Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice (pp. 1-25). New York, NY: SpringerVerlag. https://doi.org/10.1007/978-1-4612-3618-4_1.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice,41(2), 64 –70.

Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi

Yıl 2020, , 1 - 30, 31.01.2020
https://doi.org/10.18039/ajesi.681905

Öz

Bu araştırmanın amacı Kitlesel Açık Çevrimiçi Derslere (KAÇD) katılan öğrenenlerin öz-yönetimli öğrenme becerilerini incelemektir. Araştırma sorularına yanıt alabilmek için nicel tarama modeli kullanılmıştır. Araştırma Anadolu Üniversitesi Kitlesel Açık Çevrimiçi Ders Platformu olan AKADEMA katılımcılarından toplanan veriler ile gerçekleştirilmiştir. Veri toplama sürecinde Kendi Hızında Öğrenmeye Dayalı Derslerde Öz-Yönetimli Öğrenme Becerileri Ölçeği kullanılmıştır. Uygulanan ölçeğe 2136 katılımcı yanıt vermiştir. Araştırmada cinsiyet, ders tamamlama durumu, eğitim düzeyi ve yaş aralığı değişkenleri fark analizleriyle incelenmiştir. Araştırmada elde edilen sonuçlara göre, öğrenenlerin öz-yönetimli öğrenme becerileri cinsiyete göre farklılık göstermektedir. Araştırma sonuçlarına göre; kadınların öz-yönetimli öğrenme becerileri erkeklerin öz-yönetimli öğrenme becerilerinden daha yüksektir. Ayrıca öğrenenlerin öz-yönetimli öğrenme becerileri ile KAÇD tamamlama durumları arasında istatistiksel olarak anlamlı bir farklılık ortaya çıkmıştır. Buna göre; KAÇD’ı tamamlayan öğrenenlerin öz-yönetimli öğrenme becerileri KAÇD tamamlayamayan öğrenenlerin öz- yönetimli öğrenme becerilerinden daha yüksektir. Bu duruma ek olarak, öğrenenlerin öz- yönetimli öğrenme becerileri ile eğitim durumları arasında istatistiksel olarak anlamlı bir fark bulunmuştur. Son olarak, öğrenenlerin öz-yönetimli öğrenme becerileri yaşa göre farklılık göstermiştir. Araştırma bulguları bağlamında öğretim tasarımcıları, eğitimciler, uygulayıcılar, araştırmacılar ve karar vericilere yönelik öneriler sunulmuştur.

Kaynakça

  • Agarwala, M. (2013). A research summary on mooc completion rates. Edlab, Teachers College Columbia University. https://edlab.tc.columbia.edu/blog/8990-A-Research-Summaryon-MOOC-Completion-Rates (Erişim Tarihi: 17.03.2018).
  • Alario-Hoyos, C., Estévez-Ayres, I., Pérez-Sanagustín, M., Kloos, C. D., & Fernández-Panadero, C. (2017). Understanding learners’ motivation and learning strategies in MOOCs.The International Review of Research in Open and Distributed Learning, 18(3). https://doi.org/10.19173/irrodl.v18i3.2996.
  • Altun, S., ve Erden, M. (2007). Öğrenmede motive edici stratejiler ölçeğinin geçerlik ve güvenirlik çalışması. Edu7, 2(1), 1-16.
  • Arsal, Z. (2009). The impact of self-regulation ınstruction on mathematics achievements and attitudes of elementary school students. Eğitim ve Bilim, 34(152), 1-12.
  • Arseven, A. D. (2003). Alan araştırma yöntemi (İlkeler, teknikler, örnekler). Ankara: Gül Yayınevi.
  • Aydemir, M., Çelik, E., Bingöl, İ., Karapınar, A. G. D. Ç., Kurşun, E., ve Karaman, S.52(2016). İnternet üzerinden herkese açık kurs (İHAK) sağlama deneyimi: Atademix. Açıkögretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 52-74.
  • Azevedo, R., and Cromley, J. (2004). Does training on self-regulated learning facilitate students' learning with hypermedia?. Journal of Educational Psychology, 96(3), 523–535. https://doi.org/10.1037/0022-0663.96.3.523.
  • Barnark-Brak, L., Lan, W., and Paton, V. (2010). Profiles in self-regulated learning in the online learning environment. The International Review of Research in Open and Distance Learning, 11(1), 62–80. https://doi.org/10.19173/irrodl.v11i1.769.
  • Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397. https://doi.org/10.1016/j.chb.2016.01.010.
  • Bozkurt, A. (2015). Kitlesel açık çevrimiçi dersler (massive open online courses- moocs) ve sayısal bilgi çağında yaşamboyu öğrenme fırsatı. Açık Öğretim Uygulamaları ve Araştırmaları Dergisi (AUAd), 1(1), 56-82. https://dergipark.org.tr/tr/pub/auad /issue/3030/42090.
  • Bozkurt, A. (2016). Bağlantıcı Kitlesel Açık Çevrimiçi Derslerde Etkileşim Örüntüleri ve Öğreten-Öğrenen Rollerinin Belirlenmesi. Doktora tezi. Eskişehir: Anadolu Üniversitesi, Sosyal Bilimler Enstitüsü.
  • Bozkurt, A., Koseoglu, S., & Keefer, J. (2019). My Story: A Found Poem Reflecting the Voice of Women Studying in Open Education Programs in Turkey. Paper presented at OER19: Recentering Open: Critical and global perspectives, 10-11 April. National University of Ireland, Galway, Ireland. https://oer19.oerconf.org/sessions/my-story-a-found-poem-reflecting-the-voice-of-women-studying-in-open-education-programs-in-turkey-o-012/.
  • Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self-regulated learning. Psychology and Aging, 28(1), 232-242. https://doi.org/10.1037/a0030678.
  • Charles, M., & Bradley, K. (2009). Indulging our gendered selves? Sex segregation by field of study in 44 countries. American journal of sociology, 114(4), 924-976. https://doi.org/10.1086/595942.
  • Chyung, S. Y. Y. (2007). Age and gender differences in online behavior, self-efficacy, and academic performance. Quarterly Review of Distance Education, 8(3). https://doi.org/10.2139/ssrn.1988201.
  • Cohen, L., Manion, L., & Morrison, K. (2013). Validity and reliability. Cohen, L., Manion, L., & Morrison, K. (Eds.), In Research methods in education (s. 203-240). Routledge. https://doi.org/10.4324/9781315456539-14.
  • Creswell, J. W. (2008). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson/Merrill Education.
  • Cunningham, J. A. (2017). Predicting Student Success in a Self-Paced Mathematics MOOC. Doctoral dissertation. USA: Arizona State University.
  • Çetin, C., & Karalar, S. (2016). X, y ve z kuşağı öğrencilerin çok yönlü ve sınırsız kariyer algıları üzerine bir araştırma. Yönetim Bilimleri Dergisi, 14(28), 157-197.
  • Çiltaş, A., ve Bektaş, F. (2009). Sınıf öğretmenliği öğrencilerinin matematik dersine ilişkin motivasyon ve öz-düzenleme becerileri. Journal of Qafqaz University, 2012, 1-10.
  • Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5-6), 513-540. https://doi.org/10.1007/s11251-005-1278-3.
  • Dabbagh N., & Kitsantas, A. (2012). Personal learning environments, social media, and selfregulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3–8. https://doi.org/10.1016/j.iheduc.2011.06.002
  • Demiray, E. (2013). Uzaktan eğitim ve kadın eğitiminde uzaktan eğitimin önemi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(2), 155-168.
  • Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245-1248. https://doi.org/10.1126/science.aab3782.
  • Hausmann, A. O. (2017). Self-regulated learning of movement sequences in advanced age. Innovation in aging, 1(S1), 327-328. https://doi.org/10.1093/geroni/igx004.1206
  • Hood, N., Littlejohn, A., ve Milligan, C. (2015). Context counts: how learners' contexts ınfluence learning in a MOOC. Computers & Education, 91, 83–91. https://doi.org/10.1016/j.compedu.2015.10.019.
  • Jansen, R. S., Van Leeuwen, A., Janssen, J., and Kester, L. (2017). Self-regulated learning in open online education. Tampere, Finland.
  • Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2016). Females' Enrollment and Completion in Science, Technology, Engineering, and Mathematics Massive Open Online Courses. arXiv preprint arXiv:1608.05131.
  • Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. The International Review of Research in Open and Distributed Learning, 15(1), 133-160. https://doi.org/10.19173/irrodl.v15i1.1651.
  • Jordan, K. (2015). Massive open online course completion rates revisited: assessment, length and attrition. The International Review of Research in Open and Distributed Learning, 16(3), 341-358. https://doi.org/10.19173/irrodl.v16i3.2112.
  • Kılıç, E., & Karadeniz, Ş. (2014). Cinsiyet ve öğrenme stilinin gezinme stratejisi ve başarıya etkisi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(3), 129-146.
  • Kizilcec, R. F., Pérez-Sanagustín, M., and Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in massive open online courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
  • Kocdar, S., Karadeniz, A., Bozkurt, A., & Buyuk, K. (2018). Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments. The International Review of Research in Open and Distributed Learning, 19(1), 25-43. https://doi.org/10.19173/irrodl.v19i1.3255.
  • Kocdar, S., Okur, M. R., and Bozkurt, A. (2017). An examination of xmoocs: an embedded single case study based on conole’s 12 dimensions. Turkish Online Journal of Distance Education, 18(4), 52-65. https://doi.org/10.17718/tojde.340381.
  • Kordaki, M., & Berdousis, I. (2014). Course Selection in Computer Science: Gender Differences. Procedia-Social and Behavioral Sciences, 116(1), 4770-4774. https://doi.org/10.1016/j.sbspro.2014.01.1023.
  • Lachman, M. E. (2006). Perceived control over aging-related declines: Adaptive beliefs and behaviors. Current Directions in Psychological Science, 15(6), 282-286. https://doi.org/10.1111/j.1467-8721.2006.00453.x.
  • Li, K. (2019). MOOC learners’ demographics, self-regulated learning strategy, perceived learning and satisfaction: A structural equation modeling approach. Computers & Education, 132(1), 16-30. https://doi.org/10.1016/j.compedu.2019.01.003.
  • Liou, P. Y., & Kuo, P. J. (2014). Validation of an instrument to measure students’ motivation and self-regulation towards technology learning. Research in Science & Technological Education, 32(2), 79-96. https://doi.org/10.1080/02635143.2014.893235.
  • Littlejohn, A., Hood, N., Milligan, C., and Mustain, P. (2016). Learning in moocs: motivations and self-regulated learning in moocs. The Internet and Higher Education, 29, 40-48. https://doi.org/10.1016/j.iheduc.2015.12.003.
  • Liyanagunawardena, T. R., Parslow, P. And Williams, S. (2014). Dropout: MOOC Participants’ perspective. In Emoocs 2014, The Second MOOC European Stakeholders Summit (pp. 95-100). 10-12th February 2014, Lausanne, Switzerland.
  • Lushnikova, N., Chintakayala, P. & Rodante, A. (2013). Massive open online courses from ıvy league universities: benefits and challenges for students and educators. XI International Conference “Providing continuity of content in the system of stepwise graduate and postgraduate education". Ukraine, November.
  • Özaydınlık, K. (2014). Toplumsal cinsiyet temelinde Türkiye’de kadın ve eğitim. Sosyal Politika Çalışmaları Dergisi, 33, 93-112.
  • Öztürk, T., Köseoğlu, S., Uçar, H., Bozkurt, A., ve Karahan, E. (2019). The Paradox of Distance Education in Education of Girls. In proceedings of VIth International Eurasian Educational Research Congress. Ankara University, Ankara, Turkey.
  • Price, L. (2006). Gender differences and similarities in online courses: challenging stereotypical views of women. Journal of Computer Assisted Learning, 22(5), 349-359. https://doi.org/10.1111/j.1365-2729.2006.00181.x.
  • Sağırlı, M. Ö., Çiltaş, A., Azapağası, E., ve Zehir, K. (2010). Yüksek öğretimin özdüzenlemeyi öğrenme becerilerine etkisi (Atatürk Üniversitesi örneği). Kastamonu Eğitim Dergisi, 18(2), 587-596.
  • Scopeo (2013). MOOC: Estado de la situación actual, posib ilidades, retos y futuro. Scopeo Informe No. 2.
  • Sukati, C. W. S. (2015). Education for all children by 2015: Mere rhetoric or reality in Swaziland?. International journal of Education and research, 1(11), 1-12.
  • Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a Web-based course: A case study. Educational Technology Research & Development, 52(4), 5–22. https://doi.org/10.1007/bf02504714.
  • Xu, D., & Jaggars, S. S. (2013). Adaptability to Online Learning: Differences across Types of Students and Academic Subject Areas. CCRC Working Paper No. 54. Community College Research Center, Columbia University.
  • Yukselturk, E., & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12(3), 12-22.
  • Yukselturk, E., & Top, E. (2013). Exploring the link among entry characteristics, participation behaviors and course outcomes of online learners: An examination of learner profile using cluster analysis. British Journal of Educational Technology, 44(5), 716-728. https://doi.org/10.1111/j.1467-8535.2012.01339.x.
  • Zhao, H., Chen, L., and Panda, S. (2014). Self-regulated learning ability of chinese distance learners. British Journal of Educational Technology, 45(5), 941-958. https://doi.org/10.1111/bjet.12118.
  • Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice (pp. 1-25). New York, NY: SpringerVerlag. https://doi.org/10.1007/978-1-4612-3618-4_1.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice,41(2), 64 –70.
Toplam 54 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Murat Artsın 0000-0002-4975-0238

Serpil Koçdar Bu kişi benim 0000-0001-9099-6312

Aras Bozkurt Bu kişi benim 0000-0002-4520-642X

Yayımlanma Tarihi 31 Ocak 2020
Gönderilme Tarihi 3 Mart 2019
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Artsın, M., Koçdar, S., & Bozkurt, A. (2020). Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi. Anadolu Journal of Educational Sciences International, 10(1), 1-30. https://doi.org/10.18039/ajesi.681905
AMA Artsın M, Koçdar S, Bozkurt A. Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi. AJESI. Ocak 2020;10(1):1-30. doi:10.18039/ajesi.681905
Chicago Artsın, Murat, Serpil Koçdar, ve Aras Bozkurt. “Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi”. Anadolu Journal of Educational Sciences International 10, sy. 1 (Ocak 2020): 1-30. https://doi.org/10.18039/ajesi.681905.
EndNote Artsın M, Koçdar S, Bozkurt A (01 Ocak 2020) Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi. Anadolu Journal of Educational Sciences International 10 1 1–30.
IEEE M. Artsın, S. Koçdar, ve A. Bozkurt, “Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi”, AJESI, c. 10, sy. 1, ss. 1–30, 2020, doi: 10.18039/ajesi.681905.
ISNAD Artsın, Murat vd. “Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi”. Anadolu Journal of Educational Sciences International 10/1 (Ocak 2020), 1-30. https://doi.org/10.18039/ajesi.681905.
JAMA Artsın M, Koçdar S, Bozkurt A. Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi. AJESI. 2020;10:1–30.
MLA Artsın, Murat vd. “Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi”. Anadolu Journal of Educational Sciences International, c. 10, sy. 1, 2020, ss. 1-30, doi:10.18039/ajesi.681905.
Vancouver Artsın M, Koçdar S, Bozkurt A. Öğrenenlerin Öz-Yönetimli Öğrenme Becerilerinin Kitlesel Açık Çevrimiçi Dersler Bağlamında İncelenmesi. AJESI. 2020;10(1):1-30.