Acil Uzaktan Öğrenimde Öğrencilerin Öz Düzenlemeli Öğrenmeye Yönelik Görüşlerinin Akademik Başarı İle İlişkisi

Yıl 2022, , 531 - 544, 01.12.2022

Serkan Düzgün , Fatma Ünal

https://doi.org/10.17556/erziefd.1053867

Cited By: 2

Öz

Bu araştırmanın amacı, Covid-19 pandemisinde acil uzaktan öğrenmeye katılan üniversite öğrencilerindeki üç etkileşim (öğrenci-içerik, öğrenci-öğretmen, öğrenci-öğrenci) türünde öz düzenlemeli öğrenme durumları ile bu durumlarının akademik başarı ve bazı değişkenlerle (cinsiyet, yaş, eğitim düzeyi, alan, sınıf düzeyi) ilişkisini incelemektir. Araştırmanın katılımcılarını Covid-19 pandemisi acil uzaktan öğrenme sürecinde çevrimiçi öğrenmeye katılan Türkiye’de bir devlet üniversitesindeki 913 öğrenci oluşturmuştur. Araştırma sonucunda, bu süreçte öğrencilerin en fazla ücretsiz sanal sınıf uygulamalarını kullandıkları, ayrıca akıllı telefonlarını, ev ve telefon interneti ile birlikte çevrim içi öğrenmeye katılmada önemli bir araç olarak kullandıkları görülmektedir. Çevrimiçi öğrenmeye katılan öğrencilerin öz düzenlemeli öğrenme puanlarına göre yaşı büyük olanların yaşı küçük olanlara göre ortalamalarının daha yüksek olduğu, üst sınıflarda okuyan öğrencilerin alt sınıflarda okuyan öğrencilere göre ortalamalarının daha yüksek olduğu, ön lisans öğrencilerinin lisans öğrencilerine göre ortalamalarının daha yüksek olduğu, ön lisans ve sosyal bilim programlarındaki öğrencilerin fen, mühendislik, sağlık ve öğretmenlik öğrencilerinin ortalamalarına göre daha yüksek olduğu görülmektedir. Ayrıca öz düzenlemeli öğrenme düzeyleri yüksek olan öğrencilerin, akademik başarılarının da yüksek olduğu görülmektedir. Çevrim içi öğrenme ortamlarında öz düzenlemeli öğrenme ile ilişkili önemli bir unsurun başarı olduğu söylenebilir. Başka bir ifade ile öz düzenlemeli öğrenme becerilerinin başarıyı arttırdığı ifade edilebilir.

Anahtar Kelimeler

Öz düzenlemeli öğrenme, çevrimiçi öğrenme, acil uzaktan öğretim, etkileşim, üniversite öğrencileri, başarı

Exploring the Association Between Students’ Views on Self-Regulated Learning and Academic Achievement in Emergency Remote Learning

Öz

The present study aimed to explore higher education students’ self-regulated learning in three types of interaction in emergency remote learning and the associations of these situations with their academic achievement and some demographic variables. The sample consisted of 913 students at a state university of the 2020-2021 academic year in Turkey. The findings revealed that the students mostly adopted free virtual classroom applications in emergency remote learning and used their smartphones as an important tool to participate in online classes through their home internet and mobile data. It was also found that the older students had higher self-regulated learning scores than the younger ones. Not surprisingly, it was also the case between senior and junior students. The associate degree students had a higher mean self-regulated learning score than the undergraduate students. Finally, the participants majoring in social sciences and those enrolled in associate degree programs scored higher on the Online Self-Regulation Questionnaire than the science, engineering, health sciences, and teaching students. Furthermore, it was concluded that the students with a high level of self-regulated learning had greater academic achievement. Therefore, it can be asserted that achievement is a remarkable factor associated with self-regulated learning in online learning environments.

Anahtar Kelimeler

Self-regulated learning, online learning, emergency remote learning, interaction, university students, success

Kaynakça

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