Araştırma Makalesi
BibTex RIS Kaynak Göster

The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners

Yıl 2018, , 877 - 886, 15.10.2018
https://doi.org/10.12973/eu-jer.7.4.877

Öz

The aim of this paper is to determine the influence of blended learning environments on self-regulated and self-directed learning skills of undergraduate students. The explanatory sequential mixed method was used. In total 167 students participated in the study. While sixty students taking “Programming Languages” course at Computer Education and Instructional Technologies Department constituted the experimental group, 102 undergraduates-65 of them from the same department (Control 1) and 42 from Electronic Engineering Department (Control 2) formed the control groups. Self-directed Learning Readiness Scale, Self-regulated Learning Scale and semi-structured interviews were used as data collection instruments. While the experimental group received blended instruction, control groups received traditional instruction for weeks. The findings of the study revealed that self-regulated and self-directed scores of experimental group differed significantly from the control groups` indicating that the use of blended instruction is more effective than traditional instruction in terms of developing self-regulated and self-directed learning skills. Students in the experimental group pointed out that the blended learning environment presented rich content, easy accessibility, effective guidance and motivation.

Kaynakça

  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6
  • Boekaerts, M., Pintrich, P. R., & Zeider, M. (2000). Self-regulation: An introductory overview. In M. Boekaerts, P. R. Pintrich & M. Zeider (Eds.), Handbook of self-regulation (pp. 1-9). San Diego, CA: Elsevier Academic Press.
  • Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
  • Denis, B. (2003). A conceptual framework to design and support self-directed learning in a blended learning programme. A case study: The DES-TEF. Journal of Educational Media, 28(2-3), 115-127.
  • Dougiamas, M. & Taylor, P. (2003). Moodle: Using learning communities to create an open source course management system. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 171-178). Chesapeake, VA: AACE.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21(7), 516-525.
  • Garison , D. R., & Kanula, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education (7), 95-105.
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall/Cambridge.
  • Korkmaz, O., & Kaya, S. (2012). Adapting online self-regulated learning scale into Turkish. Turkish Online Journal of Distance Education-TOJDE, 13(1), 52-67.
  • Lee, J., & Gibson, C. C. (2003). Developing self-direction in an online course through computer-mediated interaction. The American Journal of Distance Education, 17(3), 173-187.
  • Lilja, D. J. (2001). Comparing instructional delivery methods for teaching computer systems performance analysis. IEEE Transactions on Education, 44(1), 35–40.
  • Liu, M. (2009). The design of a web-based course for self-directed learning. Campus-Wide Information Systems, 26(2), 122-131.
  • Long, H. B. (2000). Understanding self-direction in learning. In H.B. Long & Associates (Eds.), Practice and theory in self-directed learning (pp. 11-24). Schaumburg, IL: Motorola University Press.
  • Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.
  • Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12(1), 107-119.
  • Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance education, 26(1), 29-48.
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments definitions and directions. The Quarterly Review of Distance Education, 4(3), 227-233.
  • Pilling-Cormick, J., & Garrison, D. R. (2007). Self-directed and self-regulated learning: Conceptual links. Canadian Journal of University Continuing Education, 33(2), 13-33.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press.
  • Polsani, P. R. (2006). Use and abuse of reusable learning objects. Journal of Digital Information, 3(4). Retrieved from http://journals.tdl.org/jodi/index.php/jodi/article/view/89/88
  • Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia-Social and Behavioral Sciences, 112, 190-198.
  • Senemoglu, N. (2005). Gelisim, Ogrenme ve Ogretim: Kuramdan Uygulamaya. Ankara: Gazi Kitabevi.
  • Sahin, E., & Erden, M. (2009). Ozyonetimli ogrenmeye hazir bulunusluk olceginin (OYOHO) gecerlik ve guvenirlik calismasi. e-Journal of New World Sciences Academy (NWSA), 4(3), 695-706.
  • Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59-70.
  • Tsai, C. W. (2011). Achieving effective learning effects in the blended course: A combined approach of online self-regulated learning and collaborative learning with initiation. Cyberpsychology, Behavior, and Social Networking, 14(9), 505-510.
  • Tsai, C. W., Shen, P. D., & Tsai, M. C. (2011). Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning. Behaviour & Information Technology, 30(2), 261-271.
  • Tuckman, B. W. (2002). Evaluating ADAPT: A hybrid instructional model combining web-based and classroom concepts. Computers & Education, 39, 261–269.
  • Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74.
  • Williams, C. (2002). Learning on-line: A review of recent literature in a rapidly expanding field. Journal of Further and Higher Education, 26(3), 263-272.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zualkernan, I. A. (2006). A framework and a methodology for developing authentic constructivist e-learning environments. Educational Technology and Society, 9, 198-212.
Yıl 2018, , 877 - 886, 15.10.2018
https://doi.org/10.12973/eu-jer.7.4.877

Öz

Kaynakça

  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
  • Barnard, L., Lan, W. Y., To, Y. M., Paton, V. O., & Lai, S.-L. (2009). Measuring self-regulation in online and blended learning environments. The Internet and Higher Education, 12(1), 1-6
  • Boekaerts, M., Pintrich, P. R., & Zeider, M. (2000). Self-regulation: An introductory overview. In M. Boekaerts, P. R. Pintrich & M. Zeider (Eds.), Handbook of self-regulation (pp. 1-9). San Diego, CA: Elsevier Academic Press.
  • Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. San Francisco, CA: Pfeiffer.
  • Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
  • Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
  • Denis, B. (2003). A conceptual framework to design and support self-directed learning in a blended learning programme. A case study: The DES-TEF. Journal of Educational Media, 28(2-3), 115-127.
  • Dougiamas, M. & Taylor, P. (2003). Moodle: Using learning communities to create an open source course management system. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 171-178). Chesapeake, VA: AACE.
  • Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21(7), 516-525.
  • Garison , D. R., & Kanula, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education (7), 95-105.
  • Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall/Cambridge.
  • Korkmaz, O., & Kaya, S. (2012). Adapting online self-regulated learning scale into Turkish. Turkish Online Journal of Distance Education-TOJDE, 13(1), 52-67.
  • Lee, J., & Gibson, C. C. (2003). Developing self-direction in an online course through computer-mediated interaction. The American Journal of Distance Education, 17(3), 173-187.
  • Lilja, D. J. (2001). Comparing instructional delivery methods for teaching computer systems performance analysis. IEEE Transactions on Education, 44(1), 35–40.
  • Liu, M. (2009). The design of a web-based course for self-directed learning. Campus-Wide Information Systems, 26(2), 122-131.
  • Long, H. B. (2000). Understanding self-direction in learning. In H.B. Long & Associates (Eds.), Practice and theory in self-directed learning (pp. 11-24). Schaumburg, IL: Motorola University Press.
  • Mayer, R. E. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125-139.
  • Mayer, R. E., & Moreno, R. (2002). Aids to computer-based multimedia learning. Learning and Instruction, 12(1), 107-119.
  • Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance education, 26(1), 29-48.
  • Osguthorpe, R. T., & Graham, C. R. (2003). Blended learning environments definitions and directions. The Quarterly Review of Distance Education, 4(3), 227-233.
  • Pilling-Cormick, J., & Garrison, D. R. (2007). Self-directed and self-regulated learning: Conceptual links. Canadian Journal of University Continuing Education, 33(2), 13-33.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego: Academic Press.
  • Polsani, P. R. (2006). Use and abuse of reusable learning objects. Journal of Digital Information, 3(4). Retrieved from http://journals.tdl.org/jodi/index.php/jodi/article/view/89/88
  • Saks, K., & Leijen, Ä. (2014). Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context. Procedia-Social and Behavioral Sciences, 112, 190-198.
  • Senemoglu, N. (2005). Gelisim, Ogrenme ve Ogretim: Kuramdan Uygulamaya. Ankara: Gazi Kitabevi.
  • Sahin, E., & Erden, M. (2009). Ozyonetimli ogrenmeye hazir bulunusluk olceginin (OYOHO) gecerlik ve guvenirlik calismasi. e-Journal of New World Sciences Academy (NWSA), 4(3), 695-706.
  • Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59-70.
  • Tsai, C. W. (2011). Achieving effective learning effects in the blended course: A combined approach of online self-regulated learning and collaborative learning with initiation. Cyberpsychology, Behavior, and Social Networking, 14(9), 505-510.
  • Tsai, C. W., Shen, P. D., & Tsai, M. C. (2011). Developing an appropriate design of blended learning with web-enabled self-regulated learning to enhance students' learning and thoughts regarding online learning. Behaviour & Information Technology, 30(2), 261-271.
  • Tuckman, B. W. (2002). Evaluating ADAPT: A hybrid instructional model combining web-based and classroom concepts. Computers & Education, 39, 261–269.
  • Vovides, Y., Sanchez-Alonso, S., Mitropoulou, V., & Nickmans, G. (2007). The use of e-learning course management systems to support learning strategies and to improve self-regulated learning. Educational Research Review, 2(1), 64-74.
  • Williams, C. (2002). Learning on-line: A review of recent literature in a rapidly expanding field. Journal of Further and Higher Education, 26(3), 263-272.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
  • Zualkernan, I. A. (2006). A framework and a methodology for developing authentic constructivist e-learning environments. Educational Technology and Society, 9, 198-212.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Ruchan Uz Bu kişi benim

Adem Uzun Bu kişi benim

Yayımlanma Tarihi 15 Ekim 2018
Yayımlandığı Sayı Yıl 2018

Kaynak Göster

APA Uz, R., & Uzun, A. (2018). The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners. European Journal of Educational Research, 7(4), 877-886. https://doi.org/10.12973/eu-jer.7.4.877
AMA Uz R, Uzun A. The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners. eujer. Ekim 2018;7(4):877-886. doi:10.12973/eu-jer.7.4.877
Chicago Uz, Ruchan, ve Adem Uzun. “The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners”. European Journal of Educational Research 7, sy. 4 (Ekim 2018): 877-86. https://doi.org/10.12973/eu-jer.7.4.877.
EndNote Uz R, Uzun A (01 Ekim 2018) The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners. European Journal of Educational Research 7 4 877–886.
IEEE R. Uz ve A. Uzun, “The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners”, eujer, c. 7, sy. 4, ss. 877–886, 2018, doi: 10.12973/eu-jer.7.4.877.
ISNAD Uz, Ruchan - Uzun, Adem. “The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners”. European Journal of Educational Research 7/4 (Ekim 2018), 877-886. https://doi.org/10.12973/eu-jer.7.4.877.
JAMA Uz R, Uzun A. The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners. eujer. 2018;7:877–886.
MLA Uz, Ruchan ve Adem Uzun. “The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners”. European Journal of Educational Research, c. 7, sy. 4, 2018, ss. 877-86, doi:10.12973/eu-jer.7.4.877.
Vancouver Uz R, Uzun A. The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners. eujer. 2018;7(4):877-86.