Teachers' Self-Regulated Learning Self-Efficacy in Distance Education

Yıl 2022, Cilt: 20 Sayı: 1, 303 - 322, 28.04.2022

Serkan Düzgün

https://doi.org/10.37217/tebd.1069092

Öz

The present study explored the self-regulated learning self-efficacy of teachers participating in distance education in the Covid-19 pandemic by school level and their educational attainment, gender, subject matter area, age, and seniority. Considering the pandemic restrictions, the sample of this descriptive study was conveniently selected within the target population consisting of teachers providing online classes within distance education in public schools in the spring term of the 2020-2021 academic year in Ankara. The sample consisted of 543 teachers in public schools in Ankara. The data were collected using a demographic information form and the Self-Regulatory Teaching Self-Efficacy Belief Scale (SRTSES). The collected data were presented as descriptive statistics. The findings revealed that the majority of teachers used virtual classrooms, messaging applications, and education portals, while they preferred social media applications less for educational purposes. It can be said that the self-regulated learning self-efficacy of the teachers working in high school is lower than those working in other school levels; however, the self-regulated teacher self-efficacy of the preschool teachers is higher than working in other subject matter areas. There is a weak significant difference in the opinions of the teachers according to their gender. It was observed that as the age of the teachers increased, their self-regulated learning self-efficacy decreased.

Anahtar Kelimeler

Self-Regulated Learning, Distance Education, Self-Efficacy, Teacher, Covid-19

Öğretmenlerin Uzaktan Eğitimdeki Öz Düzenlemeli Öğrenme Öz Yeterlikleri

Öz

Bu araştırmanın amacı, Covid-19 pandemisinde uzaktan eğitime katılan öğretmenlerin öz düzenlemeli öğrenme öz yeterliklerini; görev yaptıkları kademe, eğitim durumu, cinsiyet, branş, yaş ve hizmet süresi değişkenleri ile ilişkisini incelemektir. Araştırmada tarama yöntemi kullanılmıştır. Covid-19 pandemisi kısıtlamaları göz önünde bulundurularak uygun örnekleme yöntemi kullanılmıştır. Örneklem, Ankara’daki devlet okullarında eğitim veren 543 öğretmenden oluşmaktadır. Veriler, kişisel bilgi formu ve öğretmenler için öz düzenlemeli öğrenme öz yeterlik ölçeği kullanılarak 2020-2021 eğitim öğretim döneminde toplanmıştır. Verilerin analizinde parametrik testler kullanılmıştır. Öğretmenlerin çoğunluğunun sanal sınıfları, mesajlaşma uygulamalarını ve eğitim portallarını kullandıkları görülmektedir. Öğretmenlerin öz düzenlemeli öğrenme öz yeterliklerinin genel olarak yüksek olduğu görülmektedir. Lisede görev yapan öğretmenlerin öz düzenlemeli öğrenme öz yeterliklerinin diğer kademelerde görev yapanlara göre düşük olduğu bununla birlikte okul öncesi öğretmenlerinin diğer branşlarda görev yapan öğretmenlere göre öz düzenlemeli öğretmen öz yeterliklerinin yüksek olduğu söylenebilir. Öğretmenlerin görüşlerinde cinsiyetlerine göre zayıf düzeyde anlamlı farklılık vardır. Öğretmenlerin yaşları arttıkça öz düzenlemeli öğrenme öz yeterliklerinin düştüğü görülmüştür. Sonuç olarak; öğretmenlerin öz düzenlemeli öğrenme öz yeterliklerinin farkında olmaları; öğrencilerinin akademik düzeylerine uygun öz düzenlemeli öğrenme içerikleri ve yöntemlerini seçmeleri açısından önemlidir. Bu sayede öğrencilerin akademik performansı arttırılabilir.

Anahtar Kelimeler

Öz Düzenlemeli Öğrenme, Uzaktan Eğitim, Öz Yeterlik, Öğretmen, Covid-19

Kaynakça

• Albelbisi, N. A. & Yusop, F. D. (2019). Factors influencing learners’ self–regulated learning skills in a Massive Open Online Course (MOOC) environment. Turkish Online Journal of Distance Education, 20(3), 1-16. doi: 10.17718/tojde.598191
• Ally, M. (2004). Foundations of educational theory for online learning. T. Anderson (Ed.), Theory and practice of online learning (2. b.) içinde (s. 15-44). Edmonton: AU Press.
• Arcoverde, Â. R. D. R., Boruchovitch, E., Góes, N. M. & Acee, T. W. (2022). Self-regulated learning of natural sciences and mathematics future teachers: learning strategies, self-efficacy, and socio-demographic factors. Psicologia: Reflexão e Crítica, 35(1), 1-14. doi: 10.1186/s41155-021-00203-x
• Atmojo, S. E., Muhtarom, T. & Lukitoaji, B. D. (2020). The level of self-regulated learning and self-awareness in science learning in the Covid-19 pandemic era. Jurnal Pendidikan IPA Indonesia, 9(4), 512-520. doi: 10.15294/jpii.v9i4.25544
• Aybek, B. & Aslan, S. (2017). Öğretmen adaylarının öz-düzenleme düzeylerinin çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 13(3), 455-470. doi: 10.17244/eku.331938
• Baldan-Babayiğit, B. & Güven, M. (2020). Self-regulated learning skills of undergraduate students and the role of higher education in promoting self-regulation. Eurasian Journal of Educational Research, 20(89), 47-70. doi: 10.14689/ejer.2020.89.3
• Barnard-Brak, L., Paton, V. & Lan, W. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distributed Learning, 11(1), 61–80. doi: 10.19173/irrodl.v11i1.769
• Berger, F., Schreiner, C., Hagleitner, W., Jesacher-Rößler, L., Roßnagl, S. & Kraler, C. (2021). Predicting coping with self-regulated distance learning in times of Covid-19: Evidence from a longitudinal study. Frontiers in Psychology, 12, 1-12. doi: 10.3389/fpsyg.2021.701255
• Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research, 31(6), 445-457. doi: 10.1016/S0883-0355(99)00014-2
• Buzza, D. & Allinotte, T. (2013). Pre-service teachers' self-regulated learning and their developing concepts of SRL. Brock Education Journal, 23(1), 58-76. doi: 10.26522/brocked.v23i1.353
• Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2009). Bilimsel araştırma yöntemleri (4. b.). Ankara: Pegem Akademi Yayınları.
• Cai, R., Wang, Q., Xu, J. & Zhou, L. (2020). Effectiveness of students’ self-regulated learning during the Covid-19 pandemic. Sci Insigt, 34(1), 175-182. doi: 10.15354/si.20.ar011
• Cho, M. H. & Cho, Y. (2017). Self-regulation in three types of online interaction: a scale development. Distance Education, 38(1), 70-83. doi: 10.1080/01587919.2017.1299563
• Cleary, T. J., Kitsantas, A., Peters-Burton, E., Lui, A., McLeod, K., Slemp, J. & Zhang, X. (2022). Professional development in self-regulated learning: shifts and variations in teacher outcomes and approaches to implementation. Teaching and Teacher Education, 111, 1-12. doi: 10.1016/j.tate.2021.103619
• Cohen, L., Manion, L. & Morrison, K. (2007). Research methods in education (6. b.). London: Routledge.
• Coutinho, C. & Miranda, A. C. G. (2019). Formação inicial de professores de ciências da natureza: relatos de uma prática docente diferenciada. Revista Insignare Scientia, 2(2), 221–231. doi: 10.36661/2595-4520.2019v2i2.10876.
• Çivril, H. & Aruğaslan, E. (2021). Uzaktan eğitimde öz-düzenlemeli öğrenmenin önemi. Z. Karacagil (Ed.), Current debates on social sciences 7 human studies içinde (s. 20-27). Ankara: Bilgin Kültür Sanat Yayınları.
• Dede, N., Keskin, A., Öztürk, E. & Gülcan-Keskin, M. (2021). Covid-19 süreci ile başlayan uzaktan eğitimde ortaokul öğrencilerinin öz düzenleme ve derse katılım ilişkisinin incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 39, 126-134. doi: 10.14582/DUZGEF.2021.171
• Dignath, C. & Büttner, G. (2018). Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes–insights from video-based classroom observations and teacher interviews. Metacognition and Learning, 13(2), 127-157. doi: 10.1007/s11409-018-9181-x
• Dunn, K. E. & Rakes, G. C. (2015). Exploring online graduate students' responses to online self-regulation training. Journal of Interactive Online Learning, 13(4), 1-21.
• Duzgun, S. & Basaran, M. (2021). The effect of self-regulated learning on success during distance education. International Online Journal of Educational Sciences, 13(5), 1577-1589. doi: 10.15345/iojes.2021.05.017
• Fraenkel, J. R., Wallen, N. E. & Hyun, H. H. (2011). How to design and evaluate research in education (8. b.). New York: McGraw-Hill.
• Ganda, D. R. & Boruchovitch, E. (2018). Promoting self-regulated learning of Brazilian preservice student teachers: results of an intervention program. In Frontiers in Education, 3, 5. doi: 10.3389/feduc.2018.00005
• Gatti, B. A. (2016). Formacao de professores: condicoes e problemas atuais. Revista Internacional de Formacao de Professores, 1(2), 161–171.
• Golden, C. (2020). Remote teaching: The glass half-full. EDUCAUSE Review. https://er.educause.edu/blogs/2020/3/remote-teaching-the-glass-half-full sayfasından erişilmiştir.
• Gömleksiz, M. N. & Demiralp, D. (2012). Öğretmen adaylarının öz-düzenleyici öğrenme becerilerine ilişkin görüşlerinin çeşitli değişkenler açısından değerlendirilmesi. Gaziantep University Journal of Social Sciences, 11(3), 777-795.
• Güler, M. (2015). Öğretmen adaylarının öz düzenleme becerilerinin; duygusal zekâları, epistemolojik inançları ve bazı değişkenler açısından incelenmesi. (Doktora tezi). http://tez.yok.gov.tr sayfasından erişilmiştir.
• Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. & Tatham, R. L. (2013). Multivariate data analysis. Essex, England: Pearson.
• Hodges, C., Moore, S., Lockee, B., Trust, T. & Bond, A. (2020). The difference between emergency remote teaching and online learning. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning sayfasından erişilmiştir.
• Hong, J. C., Lee, Y. F. & Ye, J. H. (2021). Procrastination predicts online self-regulated learning and online learning ineffectiveness during the coronavirus lockdown. Personality and Individual Differences, 174, 110673. doi: 10.1016/j.paid.2021.110673
• Hooper, D., Coughlan, J. & Mullen, M. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
• Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55.
• İnan, F., Yukselturk, E., Kurucay, M. & Flores, R. (2017). The impact of self-regulation strategies on student success and satisfaction in an online course. International Journal on e-Learning, 16(1), 23-32.
• Jarvela, S. & Jarvenoja, H. (2011). Socially constructed self-regulated learning and motivation regulation in collaborative learning groups. Teachers College Record, 113(2), 350-74.
• Jonassen, D., Davidson, M., Collins, M., Campbell, J. & Haag, B. B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7–26.
• Karaoğlu, B. & Pepe, O. (2020). Beden eğitimi öğretmen adaylarının akademik öz düzenleme becerilerinin bazı değişkenlere göre incelenmesi. Beden Eğitimi Spor Bilimleri Dergisi, 14(2), 214-224.
• King, F. B., Harner, M. & Brown, S. W. (2000). Self-regulatory behavior influences in distance learning. International Journal of Instructional Media, 27(2), 147–156.
• Ku, D. T. & Chang, C. S. (2011). The effect of academic discipline and gender difference on Taiwanese college students' learning styles and strategies in web-based learning environments. Turkish Online Journal of Educational Technology, 10(3), 265-272.
• Lu, H. & Wang, Y. (2022). The effects of different interventions on self-regulated learning of pre-service teachers in a blended academic course. Computers & Education, 180, 1-14. doi: 10.1016/j.compedu.2022.104444
• Matzat, U. & Vrieling, E. M. (2016). Self-regulated learning and social media–a ‘natural alliance’? evidence on students’ self-regulation of learning, social media use, and student teacher relationship. Learning, Media and Technology, 41(1), 73-99. doi: 10.1080/17439884.2015.1064953
• McLoughlin, C. & Lee, M. J. (2010). Personalised and self-regulated learning in the web 2.0 era: international exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43. doi: 10.14742/ajet.1100
• Mulaik, S. A., James, L. R., Van Alstine, J., Bennett, N., Lind, S. & Stilwell, C. D. (1989). Evaluation of goodness-of-fit indices for structural equation models. Psychological Bulletin, 105(3), 430-445.
• Perry, N. E., Hutchinson, L. & Thauberger, C. (2007). Mentoring student teachers to design and implement literacy tasks that support self-regulated reading and writing. Reading & Writing Quarterly, 23(1), 27-50. doi: 10.1080/10573560600837636
• Peters-Burton, E. E. & Botov, I. S. (2017). Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time. Metacognition and Learning, 12(1), 45-78. doi: 10.1007/s11409-016-9160-z
• Pozo, J. I. & Crespo, M. A. G. (2009). A aprendizagem e o ensino de ciências: do conhecimento cotidiano ao conhecimento científico (5. b.) Porto Alegre: Artmed.
• Sangsawang, T. (2020). An instructional design for online learning in vocational education according to a self-regulated learning framework for problem solving during the COVID-19 crisis. Indonesian Journal of Science and Technology, 5(2), 283-298.
• Schwam, D., Greenberg, D. & Li, H. (2021). Individual differences in self-regulated learning of college students enrolled in online college courses. American Journal of Distance Education, 35(2), 133-151. doi: 10.1080/08923647.2020.1829255
• Serdyukov, P. & Hill, R. (2013). Flying with clipped wings: are students independent in online college classes. Journal of Research in Innovative Teaching, 6(1), 54-67.
• Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42(5), 893-898.
• Sulisworo, D., Fatimah, N. & Sanidi, S. S. (2020). A quick study on SRL profiles of online learning participants during the anticipation of the spread of Covid-19. International Journal of Evaluation and Research in Education, 9(3), 723-730. doi: 10.11591/ijere.v9i3.20642
• Tortop, H. S. & Yılmaz, B. (2018). Öğretmenler için öz-düzenlemeli öğretime yönelik öz yeterlik ölçeği geliştirme çalışması. Üstün Zekâlılar Eğitimi ve Yaratıcılık Dergisi, 5(1), 87-98.
• Tümen-Akyıldız, S. (2020). Covid-19 sürecinde uygulanan çevrimiçi derslerde üniversite öğrencilerinin öz-düzenlemeli öğrenme düzeyinin incelenmesi. E. Yeşilyurt (Ed.), Eğitim sosyal ve beşerî bilimlerine multidisipliner bakış içinde (s. 134-156). İstanbul: Güven Plus.
• Wang, C. H., Shannon, D. M. & Ross, M. E. (2013). Students’ characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323. doi: 10.1080/01587919.2013.835779
• Wheaton, B., Muthen, B., Alwin, D. F. & Summers, G. F. (1977). Assessing reliability and stability in panel models. Sociological Methodology, 8(1), 84-136.
• Wijaya, T. T., Ying, Z. & Suan, L. (2020). Gender and self-regulated learning during Covid-19 pandemic in Indonesia. Jurnal Basicedu, 4(3), 725-732.
• Yavuzalp, N. & Bahcivan, E. (2020). The online learning self-efficacy scale: its adaptation into Turkish and interpretation according to various variables. Turkish Online Journal of Distance Education, 21(1), 31-44.
• Zhao, H., Chen, L. & Panda, S. (2014). Self-regulated learning ability of Chinese distance learners. British Journal of Educational Technology, 45(5), 941-958. doi: 10.1111/bjet.12118
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: an overview. Educational Psychologist, 25(1), 3-17. doi: 10.1207/s15326985ep2501_2
• Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. M. Boekaerts, M. Zeidner & P. Pintrich (Ed.), Handbook of self-regulation içinde (s. 13–39). San Diego, CA: Academic Press.
• Zimmerman, B. J. (2002). Developing self-regulated learners beyond achievement to self-efficacy. Washington: American Psychological Association.
• Zimmerman, B. J. & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer.