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Yıl 2015, Cilt: 1 Sayı: 1, 39 - 55, 10.08.2015

Yrd. Doç. Dr. Serpil Koçdar

Öz

Self-regulation skills are extremely important in online learning environments where learners have more control, independence and responsibility than face-to-face learning environments. Research has shown that online learners fail as they have problems in regulating their own learning processes. However, it is possible to have learners acquire self-regulation skills through making use of various strategies and tools by the instructors as it is a skill that can be learned. Some research has shown that online instructors are unaware of the potential of enhancing learners’ self-regulated learning skills by using learning technologies that offer the opportunity to use specific strategies and tools. In this study, strategies and tools that enhance learners’ self-regulated learning skills are discussed in the context of social cognitive self-regulated learning theories as well as how these strategies and tools can be used by the instructional designers and instructors, which will provide learners to regulate their learning processes in online learning environments. In Turkey, the number of online programs and courses have been increasing in recent years. This study is intended to guide instructional designers and instructors in online learning in Turkey regarding the use of strategies and tools that enhance learners’ self-regulated learning skills

Anahtar Kelimeler

Self-regulation self-regulated learning strategies online learning

Kaynakça

  • Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523– 535.
  • Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.
  • Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2006). Using Computers as metacognitive tools to foster students’ self-regulated learning. Technology, Instruction, Cognition and Learning, 3, 97-104.
  • Barnard-Brak, L., Lan, W. Y., & Paton, W. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61-80.
  • Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457.
  • Boom, G., Paas, F., & Merrienboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548
  • Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
  • Brooks, D. W. (1997). Web teaching: A guide to designing interactive teaching for the World Wide Web. New York, NY: Plenum.
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
  • Chen, C. S. (2002). Self-regulated learning strategies and achievement in an Introduction to Information Systems course. Information Technology, Learning, and Performance, 20(1), 11-25.
  • Dabbagh N., & Kitsantas, A. (2012). Personal learning environments, social media, and self- regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3–8.
  • Dabbagh, N., & Kitsantas, A. (2009). Exploring how experienced online instructors use integrative learning technologies to support self-regulated learning. International Journal of Technology in Teaching and Learning, 5(2), 154-168.
  • Dabbagh, N., & Kitsantas, A. (2005). Using Web-based pedagogical tools as scaffolds for self- regulated learning. Instructional Science, 33, 513–540.
  • David J. N., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
  • Ertmer, P.A., Richardson, J., Lehman, J. D., Newby, T. J., Cheng, X., Mong, C., & Sadaf, A. (2010). Peer feedback in online discussions: Impact on self-regulation. American Educational Research Association Konferansı (AERA 2010), Denver, CO. http://www.edci.purdue.edu/ertmer/docs/AERA10_PF_SRL.pdf Erişim tarihi: 25.12.2014
  • Hadwin, A. F., Oshige, M., Gres, C. L. Z., & Winne , P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26(5), 794-805.
  • Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Journal of Educational Technology & Society, 15(1), 38–52.
  • Jackson, T., Mackenzie, J., & Hobfoll, S. E. (2000). Communal aspects of self-regulation. In M. Boekaerts, P. R. Pintrich and M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 275–300). San Diego, CA: Academic.
  • King, F. B. (2004). Self-regulation: Are distance education students stronger? American Educational Research Association Konferansı (AERA 2004), San Diego, CA. http://uhaweb.hartford.edu/ssrl/PastMeetings/2004sessions.htm#de Erişim tarihi: 15.12.2014
  • Kitsantas, A., & Dabbagh, N. (2010). Learning to learn with Integrative Learning Technologies (ILT): A practical guide for academic success. Greenwich, CT: Information Age.
  • Koops, M.C. (2003). Literature on digital adventure game based learning. http://koops.home.xs4all.nl/articles/literatureongamebasedlearning.pdf Erişim tarihi: 14.12.2014
  • Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50.
  • Lee, S. W., & Tsai, C. C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27, 905–914.
  • Lehmann, T., Hähnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313–323.
  • Mace, F. C., Belfiore, P. J., & Hutchinson, J. M. (2001). Operant theory and research on self- regulation. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement (pp.39– 65). Mahwah, NJ: Erlbaum.
  • McLoughlin, C., & Marshall, L. (2000). Scaffolding: A model for learner support in an online teaching environment. Teaching and Learning Forum, Perth. http://www.c3l.uni- oldenburg.de/cde/support/readings/loughlin2.htm Erişim tarihi: 02.12.2014
  • Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth-Cengage Learning.
  • Pintrich, P. (2004). A conceptual framework for assessing motivation and self–regulated learning in college students. Educational Psychology Review, 16, 385–407.
  • Pintrich, P. R. (1995). Understanding self-regulated learning. In P. R. Pintrich (Ed.), Understanding Self-Regulated Learning (pp. 3-12). San Francisco, CA: Jossey-Bass.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich and M. Zeidner (Eds.), The Handbook of Self-Regulation: Theory, Research, and Applications (pp. 451–502). San Diego, CA: Academic.
  • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning: Ann Arbor, University of Michigan.
  • Roblyer, M. D., Edwards, J., & Havriluk, M. A. (1996). Learning theories and integration models (Chapter 3). In M.D. Roblyer, J. Edwards and M. A. Havriluk (Eds.), Integrating Educational Technology into Teaching (pp. 54–79). Upper Saddle River, NJ: Merrill, Prentice Hall.
  • Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50-71.
  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement (pp. 125– 151). Mahwah, NJ: Erlbaum.
  • Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne and J. C. Moore (Eds.), Elements of Quality Online Education, Practice and Direction (pp. 13- 45). Needham, MA: Sloan Center for Online Education.
  • Tang, L. M., & Kay, J. (2014). Gamification: Metacognitive scaffolding towards long term goals? User Modeling, Adaptation, and Personalization Conference (UMAP2014), Aalborg. http://sydney.edu.au/engineering/it/~judy/Homec/Pubs/2014_Tang_gamification_umap _PALE.pdf Erişim tarihi: 14.12.2014
  • Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a Web-based course: A case study. Educational Technology Research & Development, 52(4), 5–22.
  • Whitelock, D. (2013). Advice for action: Automatic feedback for motivation and self- regulation.
  • http://www.open.ac.uk/researchprojects/safesea/files/safesea
  • pr/file/ecms/web-content/DMW _CAA2014.pdf Erişim tarihi: 14.12.2014 Wilson, J. (1997).
  • Self-regulated learners and distance education theory.
  • http://etad.usask.ca/802papers/wilson/wilson.html Erişim tarihi: 12.12.2014
  • Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 153–189). Mahwah, NJ: Erlbaum.
  • Wolters, C. A. (2010). Self-regulated learning and the 21stcentury competencies. http://www.hewlett.org/uploads/Self_Regulated_Learning__21st_Century_Competenci es.pdf Erişim tarihi: 14.12.2014
  • You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125–133.
  • Yükseltürk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71–83.
  • Zap, N., & Code, J. (2009). Self-regulated learning in video game environments. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp.738-756). Hershey, PA: Information Science Reference.
  • 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: Springer- Verlag.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich and Moshe Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). New York, NY: Academic.
  • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 1–37). Mahwah, NJ: Erlbaum.
  • Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284–290.
  • Zimmerman, B. J., & Paulsen, A. S. (1995). Selfmonitoring during collegiate studying: An invaluable tool for academic self-regulation. In P. R. Pintrich (Ed.), Understanding Self- Regulated Learning (pp. 13-27). San Francisco, CA: Jossey-Bass.
  • Zimmerman, B. J., & Risemberg R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic Learning: Construction of Knowledge (pp.105-125). San Diego, CA: Academic.
  • Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (1994). Self-regulating academic study time: A strategy approach. In D. H. Schunk and B. J. Zimmerman (Eds.), Self-Regulation of Learning and Performance: Issues and Educational Applications (pp. 181-199). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91, 1–10.
  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing students’ use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628.
  • Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York, NY: Springer-Verlag. Yazar Hakkında
  • Yrd. Doç. Dr. Serpil KOÇDAR
  • Serpil KOÇDAR, Anadolu Üniversitesi Açıköğretim Fakültesi Uzaktan Öğretim Bölümü’nde
  • Yardımcı Doçent olarak çalışmaktadır. 2002-2014 yılları arasında Dr. Koçdar Açıköğretim
  • Fakültesi Test Araştırma Birimi’nde görev yapmıştır. Ankara Üniversitesi Siyasal Bilgiler
  • Fakültesi İktisat Bölümü mezunu olan Koçdar, yüksek lisans ve doktora eğitimini Anadolu
  • Üniversitesi Sosyal Bilimler Enstitüsü Uzaktan Eğitim Anabilim Dalı’nda tamamlamıştır. Dr.
  • Serpil Koçdar’ın ilgi alanları açık ve uzaktan öğrenmede kalite, akreditasyon, değerlendirme ve öğretim tasarımıdır. Posta Adresi:
  • Anadolu Üniversitesi Açıköğretim Fakültesi
  • Yunusemre Kampüsü, Eskişehir, Türkiye 26470 +90 222 335 05 80 / 2466 +90 532 337 38 80
  • serpilkocdar@gmail.com / skocdar@anadolu.edu.tr Eposta:

Çevrimiçi ortamlarda öğrenenlerin öz-yönetim becerilerinin geliştirilmesinde kullanılan stratejiler ve araçlar

Yıl 2015, Cilt: 1 Sayı: 1, 39 - 55, 10.08.2015

Yrd. Doç. Dr. Serpil Koçdar

Öz

Öğrenenlerin kendi öğrenme süreçlerinde yüz yüze eğitim ortamlarına göre daha fazla kontrole, bağımsızlığa ve sorumluluğa
sahip oldukları çevrimiçi öğrenme ortamlarında öz-yönetim becerileri son derece önemlidir. Araştırmalar çevrimiçi öğrenenin
öğrenme süreçlerini yönetmede sorun yaşadığını ve bu yüzden başarısız olduğunu ortaya koymaktadır. Buna karşılık, özyönetim
öğrenilebilir bir beceri olup bu becerilerin öğreticiler tarafından öğrenenlere çeşitli stratejiler ve araçlar kullanılarak
kazandırılması mümkündür. Bazı araştırmalar ise çevrimiçi öğreticilerin belirli stratejiler ve araçların kullanımına imkân veren
öğrenme teknolojilerinin öğrenenlerin öz-yönetim becerilerini geliştirme potansiyeli taşıdığına ilişkin farkındalığa sahip
olmadığını göstermektedir. Bu araştırmada çevrimiçi ortamlarda öğrenenlerin kendi öğrenme süreçlerini düzenleme ve yönetme
becerisine sahip olmalarını sağlayabilecek öz-yönetim becerilerinin tasarımcılar ve öğreticiler tarafından hangi stratejiler ve
araçlar kullanılarak ve nasıl kazandırılabileceği, sosyal bilişsel öz-yönetim kuramları çerçevesinde incelenmiştir. Türkiye’de
çevrimiçi programların ve derslerin sayısı giderek artmaktadır. Bu araştırmanın ders tasarımında öğrenenlerin öz-yönetim
süreçlerini geliştirecek stratejilerin ve araçların kullanımı konusunda Türkiye’de çevrimiçi ders tasarımcılarına ve öğreticilere
yol göstermesi hedeflenmektedir.

Anahtar Kelimeler

Öz-yönetim öz-yönetimli öğrenme stratejileri çevrimiçi öğrenme

Kaynakça

  • Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’ learning with hypermedia? Journal of Educational Psychology, 96(3), 523– 535.
  • Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344-370.
  • Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2006). Using Computers as metacognitive tools to foster students’ self-regulated learning. Technology, Instruction, Cognition and Learning, 3, 97-104.
  • Barnard-Brak, L., Lan, W. Y., & Paton, W. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61-80.
  • Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457.
  • Boom, G., Paas, F., & Merrienboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548
  • Boud, D. (2000). Sustainable assessment: Rethinking assessment for the learning society. Studies in Continuing Education, 22(2), 151-167.
  • Brooks, D. W. (1997). Web teaching: A guide to designing interactive teaching for the World Wide Web. New York, NY: Plenum.
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245-281.
  • Chen, C. S. (2002). Self-regulated learning strategies and achievement in an Introduction to Information Systems course. Information Technology, Learning, and Performance, 20(1), 11-25.
  • Dabbagh N., & Kitsantas, A. (2012). Personal learning environments, social media, and self- regulated learning: A natural formula for connecting formal and informal learning. Internet and Higher Education, 15, 3–8.
  • Dabbagh, N., & Kitsantas, A. (2009). Exploring how experienced online instructors use integrative learning technologies to support self-regulated learning. International Journal of Technology in Teaching and Learning, 5(2), 154-168.
  • Dabbagh, N., & Kitsantas, A. (2005). Using Web-based pedagogical tools as scaffolds for self- regulated learning. Instructional Science, 33, 513–540.
  • David J. N., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
  • Ertmer, P.A., Richardson, J., Lehman, J. D., Newby, T. J., Cheng, X., Mong, C., & Sadaf, A. (2010). Peer feedback in online discussions: Impact on self-regulation. American Educational Research Association Konferansı (AERA 2010), Denver, CO. http://www.edci.purdue.edu/ertmer/docs/AERA10_PF_SRL.pdf Erişim tarihi: 25.12.2014
  • Hadwin, A. F., Oshige, M., Gres, C. L. Z., & Winne , P. H. (2010). Innovative ways for using gStudy to orchestrate and research social aspects of self-regulated learning. Computers in Human Behavior, 26(5), 794-805.
  • Ifenthaler, D. (2012). Determining the effectiveness of prompts for self-regulated learning in problem-solving scenarios. Journal of Educational Technology & Society, 15(1), 38–52.
  • Jackson, T., Mackenzie, J., & Hobfoll, S. E. (2000). Communal aspects of self-regulation. In M. Boekaerts, P. R. Pintrich and M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 275–300). San Diego, CA: Academic.
  • King, F. B. (2004). Self-regulation: Are distance education students stronger? American Educational Research Association Konferansı (AERA 2004), San Diego, CA. http://uhaweb.hartford.edu/ssrl/PastMeetings/2004sessions.htm#de Erişim tarihi: 15.12.2014
  • Kitsantas, A., & Dabbagh, N. (2010). Learning to learn with Integrative Learning Technologies (ILT): A practical guide for academic success. Greenwich, CT: Information Age.
  • Koops, M.C. (2003). Literature on digital adventure game based learning. http://koops.home.xs4all.nl/articles/literatureongamebasedlearning.pdf Erişim tarihi: 14.12.2014
  • Kuo, Y. C., Walker, A. E., Schroder, K. E. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. Internet and Higher Education, 20, 35–50.
  • Lee, S. W., & Tsai, C. C. (2011). Students’ perceptions of collaboration, self-regulated learning, and information seeking in the context of Internet-based learning and traditional learning. Computers in Human Behavior, 27, 905–914.
  • Lehmann, T., Hähnlein, I., & Ifenthaler, D. (2014). Cognitive, metacognitive and motivational perspectives on preflection in self-regulated online learning. Computers in Human Behavior, 32, 313–323.
  • Mace, F. C., Belfiore, P. J., & Hutchinson, J. M. (2001). Operant theory and research on self- regulation. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement (pp.39– 65). Mahwah, NJ: Erlbaum.
  • McLoughlin, C., & Marshall, L. (2000). Scaffolding: A model for learner support in an online teaching environment. Teaching and Learning Forum, Perth. http://www.c3l.uni- oldenburg.de/cde/support/readings/loughlin2.htm Erişim tarihi: 02.12.2014
  • Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. Belmont, CA: Wadsworth-Cengage Learning.
  • Pintrich, P. (2004). A conceptual framework for assessing motivation and self–regulated learning in college students. Educational Psychology Review, 16, 385–407.
  • Pintrich, P. R. (1995). Understanding self-regulated learning. In P. R. Pintrich (Ed.), Understanding Self-Regulated Learning (pp. 3-12). San Francisco, CA: Jossey-Bass.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich and M. Zeidner (Eds.), The Handbook of Self-Regulation: Theory, Research, and Applications (pp. 451–502). San Diego, CA: Academic.
  • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). National Center for Research to Improve Postsecondary Teaching and Learning: Ann Arbor, University of Michigan.
  • Roblyer, M. D., Edwards, J., & Havriluk, M. A. (1996). Learning theories and integration models (Chapter 3). In M.D. Roblyer, J. Edwards and M. A. Havriluk (Eds.), Integrating Educational Technology into Teaching (pp. 54–79). Upper Saddle River, NJ: Merrill, Prentice Hall.
  • Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. Journal of Distance Education, 14(2), 50-71.
  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement (pp. 125– 151). Mahwah, NJ: Erlbaum.
  • Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne and J. C. Moore (Eds.), Elements of Quality Online Education, Practice and Direction (pp. 13- 45). Needham, MA: Sloan Center for Online Education.
  • Tang, L. M., & Kay, J. (2014). Gamification: Metacognitive scaffolding towards long term goals? User Modeling, Adaptation, and Personalization Conference (UMAP2014), Aalborg. http://sydney.edu.au/engineering/it/~judy/Homec/Pubs/2014_Tang_gamification_umap _PALE.pdf Erişim tarihi: 14.12.2014
  • Whipp, J. L., & Chiarelli, S. (2004). Self-regulation in a Web-based course: A case study. Educational Technology Research & Development, 52(4), 5–22.
  • Whitelock, D. (2013). Advice for action: Automatic feedback for motivation and self- regulation.
  • http://www.open.ac.uk/researchprojects/safesea/files/safesea
  • pr/file/ecms/web-content/DMW _CAA2014.pdf Erişim tarihi: 14.12.2014 Wilson, J. (1997).
  • Self-regulated learners and distance education theory.
  • http://etad.usask.ca/802papers/wilson/wilson.html Erişim tarihi: 12.12.2014
  • Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 153–189). Mahwah, NJ: Erlbaum.
  • Wolters, C. A. (2010). Self-regulated learning and the 21stcentury competencies. http://www.hewlett.org/uploads/Self_Regulated_Learning__21st_Century_Competenci es.pdf Erişim tarihi: 14.12.2014
  • You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125–133.
  • Yükseltürk, E., & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71–83.
  • Zap, N., & Code, J. (2009). Self-regulated learning in video game environments. In R. E. Ferdig (Ed.), Handbook of Research on Effective Electronic Gaming in Education (pp.738-756). Hershey, PA: Information Science Reference.
  • 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: Springer- Verlag.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich and Moshe Zeidner (Eds.), Handbook of Self-Regulation (pp. 13–39). New York, NY: Academic.
  • Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (pp. 1–37). Mahwah, NJ: Erlbaum.
  • Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284–290.
  • Zimmerman, B. J., & Paulsen, A. S. (1995). Selfmonitoring during collegiate studying: An invaluable tool for academic self-regulation. In P. R. Pintrich (Ed.), Understanding Self- Regulated Learning (pp. 13-27). San Francisco, CA: Jossey-Bass.
  • Zimmerman, B. J., & Risemberg R. (1997). Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (Ed.), Handbook of academic Learning: Construction of Knowledge (pp.105-125). San Diego, CA: Academic.
  • Zimmerman, B. J., Greenberg, D., & Weinstein, C. E. (1994). Self-regulating academic study time: A strategy approach. In D. H. Schunk and B. J. Zimmerman (Eds.), Self-Regulation of Learning and Performance: Issues and Educational Applications (pp. 181-199). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Zimmerman, B. J., & Kitsantas, A. (1999). Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91, 1–10.
  • Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing students’ use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628.
  • Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York, NY: Springer-Verlag. Yazar Hakkında
  • Yrd. Doç. Dr. Serpil KOÇDAR
  • Serpil KOÇDAR, Anadolu Üniversitesi Açıköğretim Fakültesi Uzaktan Öğretim Bölümü’nde
  • Yardımcı Doçent olarak çalışmaktadır. 2002-2014 yılları arasında Dr. Koçdar Açıköğretim
  • Fakültesi Test Araştırma Birimi’nde görev yapmıştır. Ankara Üniversitesi Siyasal Bilgiler
  • Fakültesi İktisat Bölümü mezunu olan Koçdar, yüksek lisans ve doktora eğitimini Anadolu
  • Üniversitesi Sosyal Bilimler Enstitüsü Uzaktan Eğitim Anabilim Dalı’nda tamamlamıştır. Dr.
  • Serpil Koçdar’ın ilgi alanları açık ve uzaktan öğrenmede kalite, akreditasyon, değerlendirme ve öğretim tasarımıdır. Posta Adresi:
  • Anadolu Üniversitesi Açıköğretim Fakültesi
  • Yunusemre Kampüsü, Eskişehir, Türkiye 26470 +90 222 335 05 80 / 2466 +90 532 337 38 80
  • serpilkocdar@gmail.com / skocdar@anadolu.edu.tr Eposta:
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yrd. Doç. Dr. Serpil Koçdar Bu kişi benim

Yayımlanma Tarihi 10 Ağustos 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 1 Sayı: 1

Kaynak Göster

APA Koçdar, Y. D. D. S. (2015). Çevrimiçi ortamlarda öğrenenlerin öz-yönetim becerilerinin geliştirilmesinde kullanılan stratejiler ve araçlar. Açıköğretim Uygulamaları Ve Araştırmaları Dergisi, 1(1), 39-55.