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

Yıl 2020, Cilt: 10 Sayı: 1, 1 - 30, 31.01.2020

Murat Artsın , Serpil Koçdar Aras Bozkurt

https://doi.org/10.18039/ajesi.681905

Cited By: 6

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.

Anahtar Kelimeler

Massive Open Online Courses (MOOCs), self-regulated learning, course completion, distance education, open and distance learning

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

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.

Anahtar Kelimeler

Kitlesel Açık Çevrimiçi Ders (KAÇD), Öz-yönetimli öğrenme, ders tamamlama, uzaktan eğitim, açık ve uzaktan öğrenme

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