Çevrimiçi Ortamda Öz Düzenlemeli Öğrenmeyi Desteklemede Öğretim Uygulamaları
![](https://ojsdergi.com/ojsicons/gor.png)
![](https://ojsdergi.com/ojsicons/pdf.png)
DOI:
https://doi.org/10.5281/zenodo.7881791Anahtar Kelimeler:
Öz düzenlemeli öğrenme, çevrimiçi öğrenme, öğretim uygulamalarıÖzet
Bu araştırmada, öğretmenlerin çevrimiçi ortamda öğrencilerin öz düzenlemeli öğrenmelerini desteklemek için gerçekleştirdikleri öğretim uygulamalarının incelenmesi amaçlanmıştır. Nitel araştırma yaklaşımlarından durum çalışması olarak desenlenen araştırmanın çalışma grubunu Eskişehir il merkezindeki ortaokul ve lisede görev yapan, farklı branşlardan toplam 33 öğretmen oluşturmaktadır. Çevrimiçi anket formu ile toplanan veriler betimsel analiz tekniği kullanılarak analiz edilmiştir. Katılımcıların öz düzenlemeli öğrenmeyi desteklemede gerçekleştirdikleri öğretim uygulamaları; bilişsel stratejiler, üstbilişsel stratejiler, motivasyonel stratejiler ile kaynak yönetimi stratejileri olmak üzere dört boyutta ele alınmıştır. Öğretmenler daha çok tekrar ile uygulama yaptırarak ve araştırma ödevleri vererek bilişsel stratejilerin kullanımını desteklerken dersi günlük ve mesleki yaşamla ilişkilendirerek, farklı türlerde geri bildirim vererek ve öz değerlendirme yaptırarak üstbilişsel stratejilerin kullanımını teşvik etmektedir. Öğretmenler öğrencilerin motivasyonel stratejilerini aktif katılım gerektiren etkinlikler düzenleme, görevler verme, bildirimler gönderme ve ödüllendirme yoluyla desteklemektedir. Zaman yönetimi ve çalışma ortamının düzeni ile ilgili bilgilendirmeler yapma, bireysel görüşmeler gerçekleştirme, ayrıca grup çalışmaları yaptırma kaynak yönetimi stratejilerinin kullanımını teşvik etmede öne çıkan öğretim uygulamalarıdır.
Referanslar
Ally, M. (2004). Foundations of educational theory for online learning. Theory and Practice of Online Learning, 2, 15-44.
Anthonysamy, L., Koo, A. C., & Hew, S. H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and Information Technologies, 25, 3677-3704. https://doi.org/10.1007/s10639-020-10134-2
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. https://doi.org/10.1016/j.iheduc.2008.10.005
Barak, M., Hussein-Farraj, R., & Dori, Y. J. (2016). On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13(35), 1-18. https://doi.org/10.1186/s41239-016-0035-9
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7(2), 161-186. https://doi.org/10.1016/S0959-4752(96)00015-1
Briesch, A. M., & Chafouleas, S. M. (2009). Review and analysis of literature on self-management interventions to promote appropriate classroom behaviors (1988–2008). School Psychology Quarterly, 24(2), 106-118. https://doi.org/10.1037/a0016159
Brydges, R., & Butler, D. (2012). A reflective analysis of medical education research on self‐regulation in learning and practice. Medical Education, 46(1), 71-79. https://doi.org/10.1111/j.1365-2923.2011.04100.x
Camarero, C., Rodríguez, J., & San José, R. (2014). An exploratory study of online forums as a collaborative learning tool. Online Information Review, 36(4), 568–586. https://doi.org/10.1108/14684521211254077
Cunningham, C. A., & Billingsley, M. (2003).Curriculum Webs: A practical guide to weaving the Web into teaching and learning. Allyn and Bacon.
Çakıroğlu, Ü., & Öztürk, M. (2017). Flipped classroom with problem based activities: Exploring self-regulated learning in a programming language course. Journal of Educational Technology ve Society, 20(1), 337-349. https://www.jstor.org/stable/jeductechsoci.20.1.337
Dabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered Web-based learning environments. International Journal of E-Learning, 3, 40–47. https://www.learntechlib.org/primary/p/4104/
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, 127-157. https://doi.org/10.1007/s11409-018-9181-x
Dignath, C., Buettner, G., & Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on selfregulation training programmes. Educational Research Review, 3(2), 101–129. https://doi.org/10.1016/j.edurev.2008.02.003
Dignath, C., Dickhäuser, O., & Büttner, G. (2013). Assessing how teachers enhance self-regulated learning: a multiperspective approach. Journal of Cognitive Education and Psychology, 12(3), 338–358. https://doi.org/10.1891/1945-8959.12.3.338
Dignath, C., & Van der Werf, G. (2012). What teachers think about self-regulated learning: An investigation of teacher beliefs about enhancing students' self-regulation and how they predict teacher behavior. Education Research International, 2012, 1-10. https://doi.org/10.1155/2012/741713.
Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of Educational Technology, 37(6), 175-192. https://doi.org/10.14742/ajet.6453
Göksün, D. O., & Kurt, A. A. (2018). 21. Yüzyıl öğrenci ve öğretmen becerileri. A.A. Kurt (Ed.) Öğretim teknolojilerinin temelleri içinde (s: 95-114). Pegem Yayıncılık.
Greene, J. A., Seung, B. Y. ve Copeland, D. Z. (2014). Measuring critical components of digital literacy and their relationships with learning. Computers & Education, 76, 55–69. https://doi.org/10.1016/j.compedu.2014.03.008
Guerra, J., Hosseini, R., Somyurek, S., & Brusilovsky, P. (2016, March). An intelligent interface for learning content: Combining an open learner model and social comparison to support self-regulated learning and engagement. In Proceedings of the 21st international conference on intelligent user interfaces (pp. 152-163).
Khaled, A., Gulikers, J., Biemans, H., & Mulder, M. (2016). Occurrences and quality of teacher and student strategies for self-regulated learning in hands-on simulations. Studies in Continuing Education, 38(1), 101-121. https://doi.org/10.1080/0158037X.2015.1040751
Kizilcec, R. F., Pérez-Sanagustín, M., & Maldonado, J. J. (2017). Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 104, 18-33. https://doi.org/10.1016/j.compedu.2016.10.001
Korinek, L., & deFur, S. H. (2016). Supporting student self-regulation to access the general education curriculum. Teaching Exceptional Children, 48(5), 232-242. https://journals.sagepub.com/doi/pdf/10.1177/0040059915626134
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, 104444. https://doi.org/10.1016/j.compedu.2022.104444
Merriam, S. B. (2015). Qualitative research: Designing, implementing, and publishing a study. In Handbook of research on scholarly publishing and research methods (pp. 125-140). IGI Global.
Milligan, C., & Littlejohn, A. (2016). How health professionals regulate their learning in massive open online courses. The Internet and Higher Education, 31, 113-121. https://doi.org/10.1016/j.iheduc.2016.07.005
Ness, B. M., & Middleton, M. J. (2012). A framework for implementing individualized self-regulated learning strategies in the classroom. Intervention in School and Clinic, 47, 267–275. https://doi.org/10.1177/1053451211430120
Panadero, E., Klug, J., & Järvelä, S. (2016). Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723-735. https://doi.org/10.1080/00313831.2015.1066436
Paris, S. G., & Paris, A. H. (2003). Classroom applications of research on self-regulated learning. In Educational psychologist (pp. 89-101). Routledge.
Paulsen, J. ve McCormick, A. C. (2020). Reassessing disparities in online learner student engagement in higher education. Educational Researcher, 49(1), 20–29. https://doi.org/10.3102/0013189X19898690
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459–470. https://doi.org/10.1016/S0883-0355(99)00015-4
Pintrich, P.R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P.R. Pintrich, and M. Zeidner (Eds.), Handbook of Self-Regulation (451– 502). Academic Press.
Pintrich, P. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667
Pintrich, P. R., Smith, D. F., Garcia, T., & McKeachie, W. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). https://files.eric.ed.gov/fulltext/ED338122.pdf
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Ryan, A., & Pintrich, P. R. (1998). Achievement and social motivational influences on help-seeking in the classroom. In S. Karabenick (Ed.), Strategic help seeking: implications for learning and teaching (pp. 117–139). Lawrence Erlbaum Associates.
Saylan Kırmızıgül A., Kızkapan O., & Tanık Önal N., (2022). Öz-düzenlemeli öğrenmenin uygulanmasına ilişkin öğretmen öz-yeterlik ölçeği’nin türkçe’ye uyarlanması: Öğretmen adayları örneklemi. Yükseköğretim ve Bilim Dergisi/Journal of Higher Education and Science, 12(2), 369-379. https://doi.org/10.5961/higheredusci.1068025
Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125–151). Lawrence Erlbaum Associates Publishers.
Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. Reading & Writing Quarterly, 23(1), 7-25. https://doi.org/10.1080/10573560600837578
Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
Scott, T. M., Anderson, C. M., & Alter, P. (2012). Managing classroom behavior using positive behavior supports. Pearson.
Senemoğlu, N. (2005). Gelişim, Öğrenme ve Öğretim: Kuramdan Uygulamaya. Gazi Kitapevi
Spruce, R., & Bol, L. (2015). Teacher beliefs, knowledge, and practice of self-regulated learning. Metacognition and Learning, 10, 245–277. https://doi.org/10.1007/s11409-014-9124-0
Thomas, M. J. (2002). Learning within incoherent structures: The space of online discussion forums. Journal of Computer Assisted Learning, 18(3), 351-366. https://doi.org/10.1046/j.0266-4909.2002.03800.x
Torres, P., Whitebread, D., & McLallan, R. (2018). The role of teacher regulatory talk in students’ self-regulation development across cultures. New Directions for Child and Adolescent Development, 162(2018), 9-114. https://doi.org/10.1002/cad.20259
Van Eekelen, I. M. V., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50(3), 447-471. https://www.jstor.org/stable/25068106
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 315–327). Macmillan.
Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2003). Assessing academic self-regulated learning. Paper presented at the Indicators of Positive Development Conference, Washington, DC.
Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9.baskı). Seçkin Yayıncılık.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage publications.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
İndir
Yayınlanmış
Nasıl Atıf Yapılır
Sayı
Bölüm
Lisans
Telif Hakkı (c) 2023 Toplum, Eğitim ve Kültür Araştırmaları Dergisi
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
Bu çalışma Creative Commons Attribution 4.0 International License ile lisanslanmıştır.