Çevrim İçi Öğrenmede Öz-düzenleme Becerisinin Akademik Başarıya Etkisi

Öz-düzenlemeli öğrenme, öğrencilerin kendi öğrenme hedefleri doğrultusunda öğrenmeye yönelik motivasyonları, bilişsel süreçleri ile davranışlarını gözleme, düzenleme ve denetlemeye çalıştıkları süreçtir. Çevrim içi uzaktan öğrenmede öz-düzenleme becerilerinin önemi vurgulanmakta, akademik başarıyla ilişkili olabileceği düşünülmektedir. Ancak araştırmalar çevrim içi öz-düzenlemeli öğrenmenin başarıya etkilerine ilişkin çelişkili sonuçlar ortaya koymaktadır. Mevcut araştırmanın amacı, bir üniversitede eğitim gören öğretmen adaylarının öz-düzenlemeli çevrim içi öğrenme düzeylerini ve bu becerilerin akademik başarıya etkisini irdelemektir. Araştırmanın evrenini, 2020-2021 akademik yılında X Üniversitesi Eğitim Fakültesi’nde 2, 3 ve 4. sınıflarda farklı bölümlerde aktif olarak öğrenim gören 1152 öğretmen adayı oluşturmaktadır. Araştırmanın örneklemini basit tesadüfi örnekleme ile seçilmiş öğretmen adayları arasından geri dönen 207 öğretmen adayı oluşturmaktadır. Öğretmen adaylarının Öz-düzenlemeli çevrim içi öğrenme becerilerine ilişkin veriler ‘Öz-düzenlemeli Çevrim İçi Öğrenme Ölçeği (SOL-Q)’ ile toplanmıştır. Öğretmen adaylarının akademik başarıları çevrim içi eğitim gördükleri 2020-2021 akademik yılı Güz dönemi not ortalamalarıyla değerlendirilmiştir. Yapılan analizler öğretmen adaylarının öz-düzenlemeli çevrim içi öğrenme düzeylerinin orta düzeyde olduğunu, kadın öğretmen adaylarının öz-düzenlemeli öğrenme ortalamalarının erkek öğretmen adaylarından yüksek olduğunu ve öz-düzenleme becerisinin çevrim içi öğrenmede akademik başarının anlamlı bir yordayıcısı olduğunu göstermiştir. Bulgular literatürde var olan benzer araştırmalarla tutarlı sonuçlar ortaya koymakla birlikte çevrim içi öğrenme süreçlerinde öz-düzenlemeli öğrenme geleneksel öğrenme ortamlarına göre farklı sonuçlar doğurabilmektedir.

The Effect of Self-regulated Online Learning Skills on Academic Achievement

Self-regulated learning is an active process during which students attempt to monitor, control, and regulate their cognitive motivation and behavior according to their goals. Self-regulated learning skills are significant in online learning and with students’ academic success. However, studies reveal conflicting results. As such, this study aims to determine the level of university students’ self-regulated online learning skills and to investigate the effect of their self-regulated online learning skills on their academic achievement. The population consists of 1152 students studying at second, third and fourth grades of Kütahya Dumlupınar University Faculty of Education during the 2020-2021 academic year. The sample consists of 207 students selected by random sampling. Data were gathered using the 'Self-regulated Online Learning Scale (SOL-Q)'. The academic achievement was evaluated over the grade point averages in the Fall semester of 2020-2021 academic year. Statistical analysis revealed that the self-regulated online learning skills of the students were moderate; the averages of the male students were relatively lower than the females’. Self-regulated online learning skills were a significant predictor of academic success. Although these findings were supported by previous research in traditional learning environments, present results also caution that self-regulated online learning could yield different results from self-regulated traditional learning.

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