Çevrimiçi ortamlarda öğrenenlerin öz-yönetim becerilerinin geliştirilmesinde kullanılan stratejiler ve araçlar

Öğrenenlerin kendi öğrenme süreçlerinde yüz yüze eğitim ortamlarına göre daha fazla kontrole, bağımsızlığa ve sorumluluğa sahip oldukları çevrimiçi öğrenme ortamlarında öz-yönetim becerileri son derece önemlidir. Araştırmalar çevrimiçi öğrenenin öğrenme süreçlerini yönetmede sorun yaşadığını ve bu yüzden başarısız olduğunu ortaya koymaktadır. Buna karşılık, özyönetim öğrenilebilir bir beceri olup bu becerilerin öğreticiler tarafından öğrenenlere çeşitli stratejiler ve araçlar kullanılarak kazandırılması mümkündür. Bazı araştırmalar ise çevrimiçi öğreticilerin belirli stratejiler ve araçların kullanımına imkân veren öğrenme teknolojilerinin öğrenenlerin öz-yönetim becerilerini geliştirme potansiyeli taşıdığına ilişkin farkındalığa sahip olmadığını göstermektedir. Bu araştırmada çevrimiçi ortamlarda öğrenenlerin kendi öğrenme süreçlerini düzenleme ve yönetme becerisine sahip olmalarını sağlayabilecek öz-yönetim becerilerinin tasarımcılar ve öğreticiler tarafından hangi stratejiler ve araçlar kullanılarak ve nasıl kazandırılabileceği, sosyal bilişsel öz-yönetim kuramları çerçevesinde incelenmiştir. Türkiye’de çevrimiçi programların ve derslerin sayısı giderek artmaktadır. Bu araştırmanın ders tasarımında öğrenenlerin öz-yönetim süreçlerini geliştirecek stratejilerin ve araçların kullanımı konusunda Türkiye’de çevrimiçi ders tasarımcılarına ve öğreticilere yol göstermesi hedeflenmektedir.

Anahtar Kelimeler:

Öz-yönetim, öz-yönetimli öğrenme stratejileri, çevrimiçi öğrenme

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Self-regulation skills are extremely important in online learning environments where learners have more control, independence and responsibility than face-to-face learning environments. Research has shown that online learners fail as they have problems in regulating their own learning processes. However, it is possible to have learners acquire self-regulation skills through making use of various strategies and tools by the instructors as it is a skill that can be learned. Some research has shown that online instructors are unaware of the potential of enhancing learners’ self-regulated learning skills by using learning technologies that offer the opportunity to use specific strategies and tools. In this study, strategies and tools that enhance learners’ self-regulated learning skills are discussed in the context of social cognitive self-regulated learning theories as well as how these strategies and tools can be used by the instructional designers and instructors, which will provide learners to regulate their learning processes in online learning environments. In Turkey, the number of online programs and courses have been increasing in recent years. This study is intended to guide instructional designers and instructors in online learning in Turkey regarding the use of strategies and tools that enhance learners’ self-regulated learning skills

Keywords:

Self-regulation, self-regulated learning strategies, online learning,

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Yrd. Doç. Dr. Serpil KOÇDAR
Serpil KOÇDAR, Anadolu Üniversitesi Açıköğretim Fakültesi Uzaktan Öğretim Bölümü’nde
Yardımcı Doçent olarak çalışmaktadır. 2002-2014 yılları arasında Dr. Koçdar Açıköğretim
Fakültesi Test Araştırma Birimi’nde görev yapmıştır. Ankara Üniversitesi Siyasal Bilgiler
Fakültesi İktisat Bölümü mezunu olan Koçdar, yüksek lisans ve doktora eğitimini Anadolu
Üniversitesi Sosyal Bilimler Enstitüsü Uzaktan Eğitim Anabilim Dalı’nda tamamlamıştır. Dr.
Serpil Koçdar’ın ilgi alanları açık ve uzaktan öğrenmede kalite, akreditasyon, değerlendirme ve öğretim tasarımıdır. Posta Adresi:
Anadolu Üniversitesi Açıköğretim Fakültesi
Yunusemre Kampüsü, Eskişehir, Türkiye 26470 +90 222 335 05 80 / 2466 +90 532 337 38 80
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