Çevrimiçi öz düzenleyici öğrenme ortamında farklı denetim odaklarına göre sunulan metabilişsel rehberliğin öğretmen adaylarının öz düzenleme becerilerine ve öz yeterlik algılarına etkisi
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Date
2011
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Eğitim Bilimleri Enstitüsü
Abstract
The purpose of this study is to determine how metacognitive guidance given to preservice teachers of information and communication technologies having different locus of control tendencies affects their self regulation skills and self efficacy beliefs of computer teaching in online self regulated learning environment. The study was carried out in 2x3 factorial design. The research group consists of 72 8th semester students studying at the Department of Computer and Instructional Technologies Education at Ankara University and Gazi University and who attended the lesson of ?Teaching Practice? in spring semester of 2009-2010. The data of the study were obtained as a result of a six-week ongoing experimental procedure applied to the preservice teachers who were appointed to different groups in accord with their locus of control tendencies and took metacognitive guidance. Independent variables of the study are the locus of control tendencies (internally controlled, externally controlled, unidentified locus of control) and metacognitive guidance. Online self regulated learning skill and self efficacy belief of computer teaching are dependent variables. Whether there is a relation between online self regulated learning and perceived socialization in online environment or not was also investigated in the study. The scores of ?Online Self Regulated Learning Scale? and ?Computer Teaching Self Efficacy Scale? were obtained by using repetitive measurements of pretest and posttest at the begining and end of the study. ?Perceived Socialization in Online Learning Environment Scale? was answered by the students at the end of the study and it was analyzed as a posttest.The findings of the study showed no significant difference among online self regulated learning pretest scores with regard to the metacognitive guidance. However, a significant difference was identified among the Online Self Regulated Learning Scale posttest scores at the end of the application. It was noticed that there was a significant difference in online self regulated learning scale pretest scores of the groups both with and without metacognitive guidance, which were formed in accordance with the types of their locus of control tendencies. However, this difference was removed at the end of the study. When the self regulated learning pretest and posttest scores of the groups having metacognitive guidance were compared among themselves, significant differences were observed in favour of posttest. The analysis of the computer teaching self efficacy scale scores showed no significant difference among pretest scores while metacognitive guidance had a meaningful effect. While in terms of locus of control there was a significant difference among the pretest scores, it was noted that there was no difference among the groups with and without metacognitive guidance at the end of the research. When the computer teaching self regulation pretest and posttest scores of the groups with metacognitive guidance were compared among themselves, It was observed that a significant difference existed in favour of posttest. In addition to these findings, a high level, positive and significant difference was found between online self regulated learning posttest scores and computer teaching self efficacy scale posttest scores; nevertheless, when the scores of locus of control and metacognitive guidance were controlled (fixed), no significant difference was found between the posttest scores of online self regulated learning and perceived socialization in online learning environment. Within this context, a research on the social extent of online self regulated learning could be useful.Keywords: Online self regulated learning, locus of control, metacognitive guidance, problem based learning, self efficacy, sociability.
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öz düzenleyici öğrenme, metabilişsel rehberlik