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Motivation and Self-Regulated Learning in Digital Platforms

Yıl 2021, Cilt: 19 Sayı: 3, 257 - 278, 24.09.2021
https://doi.org/10.18026/cbayarsos.958579

Öz

The purpose of this study is to determine the relationship between self-regulated learning strategy use and online learning motivation and also investigate whether self-regulated learning strategies have a predictive role in online learning motivation. Two scales were used in the study. The first scale was developed by Dündar ve Köksal (2017) to identify L2 learners’ strategy preferences and the second scale was developed by Özbaşı, Cevahir and Özdemir (2018) to determine students’ motivation sources for online learning. An online survey was conducted with 125 participants at Selçuk University. According to results, Cognitive Strategies, Affective Strategies, Meta Cognitive Strategies, Meta-Affective Strategies related were at a high level and used more by students. In addition, the results showed that students mostly used Intrinsic Motivation to Know (X=22.79). It was determined that self-regulated strategies significantly predicted motivation in the online learning environment.

Kaynakça

  • Ally, M. (2008). Foundations of Educational Theory or Online Learning. In T. Anderson (Ed.), Theory and Practice of Online Learning (2nd Ed., Pp. 3-31). Retrieved From http://Www.Aupress.Ca/Index.Php/Books/120146.
  • Artino, A. R. (2008). Motivational Beliefs and Perceptions of Instructional Quality: Predicting Satisfaction with Online Training. Journal of Computer Assisted Learning, 24(3), 260-270. Doi: 10.1111/J.1365-2729.2007.00258.X
  • Banisaeid, M. & Huang, J. (2015). The Role of Motivation in Self-Regulated Learning and Language Learning Strategy: In The Case of Chinese EFL Learners. International Journal of Applied Linguistics & English Literature, 4(5), 36-43.
  • Bekele, T. A. (2010). Motivation and Satisfaction in Internet-Supported Learning Environments: A Review. Educational Technology & Society, 13 (2), 116-127.
  • Boekaerts, M. & Minnaert, A. (2006). Affective and Motivational Outcomes of Working in Collaborative Groups. Educational Psychology, 26(2), 187-208. Doi: 10.1080/01443410500344217
  • Brophy, J. (2010). Motivating Students to Learn, (3rd Ed.). New York, NY: Routledge.
  • Dewey, J. (1913). Interest and Effort in Education. Boston, MA: Riverside Press.
  • Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, N.J. L. Erlbaum.
  • Fischer, A. (1912). Die Faulheit [on Laziness]. ZeitschriftjR Pddagogische Psychologie und Experimentelle Peddagogik, 8, 507-516.
  • Flavell, J.H. (1978). Metacognitive Development. In J.M. Scandura, & C.J. Brainerd (Eds.), Structural/Process Theories of Complex Human Behavior (Pp. 213–245). Alphen A.D. Rijn, Netherlands: Sijthoff and Noordhoff.
  • Gavriilidou, Z. & Papanis, A. (2010). The Effect of Strategy Instruction on Strategy Use by Muslim Pupils Learning English as a Second Language. Journal of Applied Linguistics, 25, 47–63.
  • Green, J. & Oxford, R. L. (1995). A Close Look at Learning Strategies, L2 Proficiency, And Gender. TESOL Quarterly, 29, 261–297.
  • Gu, Y. (2012). Learning Strategies: Prototypical Core and Dimensions of Variation. Studies in Self-Access Learning Journal, 3(4), 330-356.
  • Herbart, J. F. (1965). Allgemeine Piidagogik, Aus Dem Zweck Der Erziehung Abgeleitet [General Pedagogics, Deduced from the Purpose of Education]. In J. F. Herbart (Ed.), Piidagogische Schriften [Educational Scripts] (Pp. 9-155). Diisseldorf, Germany: Kiipper.
  • Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York: Springer.
  • Dündar, S. & Köksal, D. (2017). Developing a Scale for Self-Regulated L2 Learning Strategy Use. Hacettepe University Journal of Education. 33. 1-16. 10.16986/HUJE.2017033805.
  • Lunk, G. (1926). Das Interesse [The Interest]. Leipzig, Germany: Klinkhardt.
  • Lynch, R. (2003). The Relationship between Academic Self-Regulation and Online Distance Education. Dissertation Abstract International, 64(12), 4432. (UMI No. 3116750)
  • Martens, R. L., Gulikers, J. & Bastiaens, T. (2004). The Impact of Intrinsic Motivation on E-Learning in Authentic Computer Tasks. Journal of Computer Assisted Learning, 20(5), 368-376. Doi: 10.1111/J.1365-2729.2004.00096.X
  • Moore, M. G. (1989). Three Types of Interaction. American Journal of Distance Education, 3(2), 1-6. Doi: 10.1080/08923648909526659.
  • Nichols, M. (2008). E-Learning In Context - #1. Eprimer Series. Retrieved From Ako Aotearoa Website Http://Akoaotearoa.Ac.Nz/Project/Eprimer-Series/Resources/Files/E-Learning-Context-1-Eprimer-Series
  • Niemi, H., Nevgi, A, & Virtanen, P. (2003). Towards Self-Regulation in Web-Based Learning. Journal of Educational Media, 28, 49-72.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge, England: Cambridge University Press.
  • Oxford, R. L. & Burry-Stock, J. A. (1995). Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL Version of The Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.
  • Oxford, R. L. & Nyikos, M. (1989). Variables Affecting Choice of Language Learning Strategies by University Students. Modern Language Journal, 73(3), 291–300.
  • Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
  • Oxford, R. L. (2011). Teaching And Researching Language Learning Strategies: Self-Regulation in Context (1st Edition). UK: Longman Pearson.
  • Oxford, R. L. (2017). Teaching And Researching Language Learning Strategies: Self-Regulation in Context (2nd Edition). NY: Routledge.
  • Özbaşı, D. & Cevahir, H. & Özdemir, M. (2018). Çevrimiçi Öğrenme Motivasyon Ölçeği’nin Türkçe'ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 352-364. 10.24315/Trkefd.331973.
  • Panadero, E. (2017). A Review of Self-Regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology. 8.10.3389/Fpsyg.2017.00422.
  • Paris, S. G., & Turner, J. C. (1994). Situated Motivation. In P. R. Pintrich, D. R. Brown & C. E. Weinstein (Eds.), Student Motivation, Cognition, And Learning: Essays In Honor of Wilbert J. Mckeachie (Pp. 213-237). Hillsdale, NJ: Lawrence Erlbaum.
  • Park, J.-H., & Choi, H. J. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12(4), 207-217. Retrieved From http://www.Ifets.Info/
  • Pintrich, P. R. & Degroot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82, 33-40.
  • Pintrich, P. R. (2005). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, And M. Zeidner (Eds.), Handbook of Self-Regulation, San Diego, CA: Academic, 451-502.
  • Platsidou, M. & Kantaridou, Z. (2014). The Role of Attitudes and Learning Strategy Use in Predicting Perceived Competence in School-Aged Foreign Language Learners. Journal of Language and Literature, 5(3), 253-260.
  • Platsidou, M. & Sipitanou, A. A. (2014). Exploring Relationships with Grade Level, Gender and Language Proficiency in the Foreign Language Learning Strategy Use of Children And Early Adolescents. International Journal of Research Studies in Language Learning, 4(1), 83-96.
  • Psaltou-Joycey, A. (2003). Strategy Use by Greek University Students of English. In E. Mela-Athanasopoulou (Ed.), Selected Papers on Theoretical and Applied Linguistics of the 13th International Symposium of Theoretical and Applied Linguistics. Thessaloniki: School of English, Aristotle University of Thessaloniki, 591–601.
  • Reid, R. (1993). Implementing self-monitoring interventions in the classroom: Lessons from research. Monograph in Behavior Disorders: Severe Behavior Disorders in Youth, 16, 43-54.
  • Rose, H. (2012). Reconceptualizing Strategic Learning in The Face of Self-Regulation: Throwing Language Learning Strategies out with the Bathwater. Journal of Applied Linguistics, 33(1), 92–98.
  • Ryan, R. M. & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68. Schunk, D. H., & Usher, E. L. (2012). Social Cognitive Theory And Motivation. In R. M. Ryan (Ed.), The Oxford Handbook Of Human Motivation (Pp. 13-27). Oxford, UK: Oxford University Press.
  • Schunk, D. H, & Zimmerman, B. J. (Eds.). (1998). Self-Regulated Learning: From Teaching To Self-Reflective Practice. New York: The Guilford Press.
  • Schunk, D. H. (2005). Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94.
  • Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation In Education: Theory, Research, And Applications (4th Ed.). Boston, MA: Pearson.
  • Shroff, R. & Vogel, D. & Coombes, J. & Lee, F. (2007). Student E-Learning Intrinsic Motivation: A Qualitative Analysis. Communications of the Association for Information Systems. 19. 241-260. 10.17705/1CAIS.01912.
  • Tseng, W. T., Dörnyei, Z. & Schmitt, N. (2006). A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 78-102. Whipp, J. L., & Chiarelli, S. (2004). Self-Regulation in A Web-Based Course: A Case Study. Educational Technology Research & Development, 52(4), 5-22. Doi: 10.1007/BF02504714
  • Wighting, M. J., Liu, J., & Rovai, A. P. (2008). Distinguishing Sense of Community and Motivation Characteristics between Online and Traditional College Students. Quarterly Review of Distance Education, 9(3), 285-295.
  • Yukselturk, E., & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10(2), 71-83. Retrieved From http://www.Ifets.Info/
  • Zimmerman, B. J. & Schunk, D. H. (Eds.). (2001). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (2nd Ed.). Lawrence Erlbaum Associates Publishers.
  • Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81, 329-339.

Dijital Platformlarda Motivasyon ve Öz-düzenlemeli Öğrenme

Yıl 2021, Cilt: 19 Sayı: 3, 257 - 278, 24.09.2021
https://doi.org/10.18026/cbayarsos.958579

Öz

Bu çalışmanın amacı, öz-düzenlemeli öğrenme stratejisi kullanımı ile çevrimiçi öğrenme motivasyonu arasındaki ilişkiyi belirlemek ve ayrıca öz-düzenlemeli öğrenme stratejilerinin çevrimiçi öğrenme motivasyonunda yordayıcı bir rolü olup olmadığını araştırmaktır. Araştırmada iki ölçek kullanılmıştır. İlk ölçek Köksal ve Dündar (2018) tarafından yabancı dil öğrenenlerin strateji tercihlerini belirlemek için, ikinci ölçek ise Özbaşı, Cevahir ve Özdemir (2018) tarafından öğrencilerin çevrimiçi öğrenmeye yönelik motivasyon kaynaklarını belirlemek için geliştirilmiştir. Selçuk Üniversitesi'nden 125 katılımcı ile çevrimiçi bir araştırma yürütülmüştür. Elde edilen sonuçlara göre Bilişsel Stratejiler, Duyuşsal Stratejiler, Meta Bilişsel Stratejiler, Meta-Duygusal Stratejiler yüksek düzeyde ve öğrenciler tarafından daha çok kullanılmaktadır. Ayrıca, sonuçlar öğrencilerin en çok Bilmek için İçsel Motivasyonu (X=22.79) kullandıklarını göstermiştir. Öz düzenlemeli öğrenme stratejilerinin çevrimiçi öğrenme ortamındaki motivasyonu anlamlı düzeyde yordadığı belirlenmiştir.

Kaynakça

  • Ally, M. (2008). Foundations of Educational Theory or Online Learning. In T. Anderson (Ed.), Theory and Practice of Online Learning (2nd Ed., Pp. 3-31). Retrieved From http://Www.Aupress.Ca/Index.Php/Books/120146.
  • Artino, A. R. (2008). Motivational Beliefs and Perceptions of Instructional Quality: Predicting Satisfaction with Online Training. Journal of Computer Assisted Learning, 24(3), 260-270. Doi: 10.1111/J.1365-2729.2007.00258.X
  • Banisaeid, M. & Huang, J. (2015). The Role of Motivation in Self-Regulated Learning and Language Learning Strategy: In The Case of Chinese EFL Learners. International Journal of Applied Linguistics & English Literature, 4(5), 36-43.
  • Bekele, T. A. (2010). Motivation and Satisfaction in Internet-Supported Learning Environments: A Review. Educational Technology & Society, 13 (2), 116-127.
  • Boekaerts, M. & Minnaert, A. (2006). Affective and Motivational Outcomes of Working in Collaborative Groups. Educational Psychology, 26(2), 187-208. Doi: 10.1080/01443410500344217
  • Brophy, J. (2010). Motivating Students to Learn, (3rd Ed.). New York, NY: Routledge.
  • Dewey, J. (1913). Interest and Effort in Education. Boston, MA: Riverside Press.
  • Dörnyei, Z. (2005). The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, N.J. L. Erlbaum.
  • Fischer, A. (1912). Die Faulheit [on Laziness]. ZeitschriftjR Pddagogische Psychologie und Experimentelle Peddagogik, 8, 507-516.
  • Flavell, J.H. (1978). Metacognitive Development. In J.M. Scandura, & C.J. Brainerd (Eds.), Structural/Process Theories of Complex Human Behavior (Pp. 213–245). Alphen A.D. Rijn, Netherlands: Sijthoff and Noordhoff.
  • Gavriilidou, Z. & Papanis, A. (2010). The Effect of Strategy Instruction on Strategy Use by Muslim Pupils Learning English as a Second Language. Journal of Applied Linguistics, 25, 47–63.
  • Green, J. & Oxford, R. L. (1995). A Close Look at Learning Strategies, L2 Proficiency, And Gender. TESOL Quarterly, 29, 261–297.
  • Gu, Y. (2012). Learning Strategies: Prototypical Core and Dimensions of Variation. Studies in Self-Access Learning Journal, 3(4), 330-356.
  • Herbart, J. F. (1965). Allgemeine Piidagogik, Aus Dem Zweck Der Erziehung Abgeleitet [General Pedagogics, Deduced from the Purpose of Education]. In J. F. Herbart (Ed.), Piidagogische Schriften [Educational Scripts] (Pp. 9-155). Diisseldorf, Germany: Kiipper.
  • Keller, J. M. (2010). Motivational Design for Learning and Performance: The ARCS Model Approach. New York: Springer.
  • Dündar, S. & Köksal, D. (2017). Developing a Scale for Self-Regulated L2 Learning Strategy Use. Hacettepe University Journal of Education. 33. 1-16. 10.16986/HUJE.2017033805.
  • Lunk, G. (1926). Das Interesse [The Interest]. Leipzig, Germany: Klinkhardt.
  • Lynch, R. (2003). The Relationship between Academic Self-Regulation and Online Distance Education. Dissertation Abstract International, 64(12), 4432. (UMI No. 3116750)
  • Martens, R. L., Gulikers, J. & Bastiaens, T. (2004). The Impact of Intrinsic Motivation on E-Learning in Authentic Computer Tasks. Journal of Computer Assisted Learning, 20(5), 368-376. Doi: 10.1111/J.1365-2729.2004.00096.X
  • Moore, M. G. (1989). Three Types of Interaction. American Journal of Distance Education, 3(2), 1-6. Doi: 10.1080/08923648909526659.
  • Nichols, M. (2008). E-Learning In Context - #1. Eprimer Series. Retrieved From Ako Aotearoa Website Http://Akoaotearoa.Ac.Nz/Project/Eprimer-Series/Resources/Files/E-Learning-Context-1-Eprimer-Series
  • Niemi, H., Nevgi, A, & Virtanen, P. (2003). Towards Self-Regulation in Web-Based Learning. Journal of Educational Media, 28, 49-72.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning Strategies in Second Language Acquisition. Cambridge, England: Cambridge University Press.
  • Oxford, R. L. & Burry-Stock, J. A. (1995). Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL Version of The Strategy Inventory for Language Learning (SILL). System, 23(1), 1-23.
  • Oxford, R. L. & Nyikos, M. (1989). Variables Affecting Choice of Language Learning Strategies by University Students. Modern Language Journal, 73(3), 291–300.
  • Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
  • Oxford, R. L. (2011). Teaching And Researching Language Learning Strategies: Self-Regulation in Context (1st Edition). UK: Longman Pearson.
  • Oxford, R. L. (2017). Teaching And Researching Language Learning Strategies: Self-Regulation in Context (2nd Edition). NY: Routledge.
  • Özbaşı, D. & Cevahir, H. & Özdemir, M. (2018). Çevrimiçi Öğrenme Motivasyon Ölçeği’nin Türkçe'ye Uyarlanması: Geçerlik ve Güvenirlik Çalışması. Trakya Üniversitesi Eğitim Fakültesi Dergisi. 352-364. 10.24315/Trkefd.331973.
  • Panadero, E. (2017). A Review of Self-Regulated Learning: Six Models and Four Directions for Research. Frontiers in Psychology. 8.10.3389/Fpsyg.2017.00422.
  • Paris, S. G., & Turner, J. C. (1994). Situated Motivation. In P. R. Pintrich, D. R. Brown & C. E. Weinstein (Eds.), Student Motivation, Cognition, And Learning: Essays In Honor of Wilbert J. Mckeachie (Pp. 213-237). Hillsdale, NJ: Lawrence Erlbaum.
  • Park, J.-H., & Choi, H. J. (2009). Factors Influencing Adult Learners' Decision to Drop Out or Persist in Online Learning. Educational Technology & Society, 12(4), 207-217. Retrieved From http://www.Ifets.Info/
  • Pintrich, P. R. & Degroot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82, 33-40.
  • Pintrich, P. R. (2005). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, And M. Zeidner (Eds.), Handbook of Self-Regulation, San Diego, CA: Academic, 451-502.
  • Platsidou, M. & Kantaridou, Z. (2014). The Role of Attitudes and Learning Strategy Use in Predicting Perceived Competence in School-Aged Foreign Language Learners. Journal of Language and Literature, 5(3), 253-260.
  • Platsidou, M. & Sipitanou, A. A. (2014). Exploring Relationships with Grade Level, Gender and Language Proficiency in the Foreign Language Learning Strategy Use of Children And Early Adolescents. International Journal of Research Studies in Language Learning, 4(1), 83-96.
  • Psaltou-Joycey, A. (2003). Strategy Use by Greek University Students of English. In E. Mela-Athanasopoulou (Ed.), Selected Papers on Theoretical and Applied Linguistics of the 13th International Symposium of Theoretical and Applied Linguistics. Thessaloniki: School of English, Aristotle University of Thessaloniki, 591–601.
  • Reid, R. (1993). Implementing self-monitoring interventions in the classroom: Lessons from research. Monograph in Behavior Disorders: Severe Behavior Disorders in Youth, 16, 43-54.
  • Rose, H. (2012). Reconceptualizing Strategic Learning in The Face of Self-Regulation: Throwing Language Learning Strategies out with the Bathwater. Journal of Applied Linguistics, 33(1), 92–98.
  • Ryan, R. M. & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68. Schunk, D. H., & Usher, E. L. (2012). Social Cognitive Theory And Motivation. In R. M. Ryan (Ed.), The Oxford Handbook Of Human Motivation (Pp. 13-27). Oxford, UK: Oxford University Press.
  • Schunk, D. H, & Zimmerman, B. J. (Eds.). (1998). Self-Regulated Learning: From Teaching To Self-Reflective Practice. New York: The Guilford Press.
  • Schunk, D. H. (2005). Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich. Educational Psychologist, 40, 85-94.
  • Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation In Education: Theory, Research, And Applications (4th Ed.). Boston, MA: Pearson.
  • Shroff, R. & Vogel, D. & Coombes, J. & Lee, F. (2007). Student E-Learning Intrinsic Motivation: A Qualitative Analysis. Communications of the Association for Information Systems. 19. 241-260. 10.17705/1CAIS.01912.
  • Tseng, W. T., Dörnyei, Z. & Schmitt, N. (2006). A New Approach to Assessing Strategic Learning: The Case of Self-Regulation in Vocabulary Acquisition. Applied Linguistics, 78-102. Whipp, J. L., & Chiarelli, S. (2004). Self-Regulation in A Web-Based Course: A Case Study. Educational Technology Research & Development, 52(4), 5-22. Doi: 10.1007/BF02504714
  • Wighting, M. J., Liu, J., & Rovai, A. P. (2008). Distinguishing Sense of Community and Motivation Characteristics between Online and Traditional College Students. Quarterly Review of Distance Education, 9(3), 285-295.
  • Yukselturk, E., & Bulut, S. (2007). Predictors for Student Success in an Online Course. Educational Technology & Society, 10(2), 71-83. Retrieved From http://www.Ifets.Info/
  • Zimmerman, B. J. & Schunk, D. H. (Eds.). (2001). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (2nd Ed.). Lawrence Erlbaum Associates Publishers.
  • Zimmerman, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning. Journal of Educational Psychology, 81, 329-339.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Beşeri Bilimler Sayısı
Yazarlar

Nurcihan Yürük 0000-0001-8889-8107

Yayımlanma Tarihi 24 Eylül 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 19 Sayı: 3

Kaynak Göster

APA Yürük, N. (2021). Motivation and Self-Regulated Learning in Digital Platforms. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 19(3), 257-278. https://doi.org/10.18026/cbayarsos.958579