Research Article
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Examining Prospective Teachers’ Metacognitive Learning Strategies and Self-Regulated Online Learning Levels During Covid-19 Pandemic

Year 2021, Volume 8, Issue 4, 144 - 157, 03.12.2021
https://doi.org/10.33200/ijcer.912897

Abstract

By Covid-19 pandemic online or distance learning came to foreground to resolve the educational crisis. Student-centred practices were recommended by educators to weather the storm. That’s why including self-regulated learning (SRL) and metacognitive learning strategies (MLS) to the online learning are considered necessary. Thus, this study aimed at investigating the use of self-regulated online learning (SROL) and MLS levels of students, the relationship between them, how the use of MLS predicts Turkish prospective teachers’ online SRL capacity through the time of emergency remote education, and contributing to the new educational paradigm after the pandemic. The study was designed as a correlational survey model including 567 prospective teachers at Fırat University Faculty of Education in Turkey. The data were collected by MLS determining scale and SROL questionnaire for prospective teachers. The data were analyzed by t-test, ANOVA and simple linear regression. The results revealed that the participants have high levels of SROL and use MLS frequently. While SROL and MLS levels of participants do not differ in terms of gender; they differ with regard to participants’ departments, class levels and time of self-study. Lastly the use of MLS was a positive predictor of SROL.

References

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  • Ariani, D. W. (2016). Why do I study? The mediating effect of motivation and self-regulation on student performance. Business, Management and Education, 14(2), 153–178.
  • Artsın, M., Koçdar, S., & Bozkurt, A. (2019). Öğrenenlerin öz-yönetimli öğrenme becerilerinin kitlesel açık çevrimiçi dersler bağlamında incelenmesi. AJESI - Anadolu Journal of Educational Sciences International, 10(1), 01-30.
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Year 2021, Volume 8, Issue 4, 144 - 157, 03.12.2021
https://doi.org/10.33200/ijcer.912897

Abstract

References

  • Aguilar, S. J., Karabenick, S. A., Teasley, S. D., & Baek, C. (2021). Associations between learning analytics dashboard exposure and motivation and self-regulated learning. Computers and Education, 162, 104085.
  • Akamatsu, D., Nakaya, M. & Koizumi, R. (2019). Effects of Metacognitive Strategies on the Self-Regulated Learning Process: The Mediating Effects of Self-Efficacy. Behavioral Sciences, 9 (12), 128-138.
  • Akın, Ö. (2013). Müzik öğretmeni adaylarinin öğrenme stratejilerini kullanma durumlari (pamukkale üniversitesi örneği). YYU Journal of Education Faculty, 10 (1), 1-10.
  • Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning. Edmonton, CA: Athabasca University Press.
  • Ally, M. (ed.) (2009) Mobile learning. Transforming the delivery of education and training. Edmonton, AB: AU Press, Athabasca University. Also available at: http://www.aupress.ca/ books/120155/ebook/99Z_Mohamed_Ally_2009-MobileLearning.pdf
  • Ariani, D. W. (2016). Why do I study? The mediating effect of motivation and self-regulation on student performance. Business, Management and Education, 14(2), 153–178.
  • Artsın, M., Koçdar, S., & Bozkurt, A. (2019). Öğrenenlerin öz-yönetimli öğrenme becerilerinin kitlesel açık çevrimiçi dersler bağlamında incelenmesi. AJESI - Anadolu Journal of Educational Sciences International, 10(1), 01-30.
  • Ay, E., & Baloğlu Uğurlu, N. (2016). “Sosyal Bilgiler Öğretmen Adaylarının Bilişüstü Öğrenme Stratejilerinin Çeşitli Değişkenlere Göre İncelenmesi / Determining The Metacognitive Strategies of Social Studies Teacher Candidates in Terms of Different Variables”, Turkish Studies -International Periodical for the Languages, Literature and History of Turkish or Turkic, 11(3), 327-344.
  • Aybek, B., & Aslan, S. (2017). An analysis of the self-regulation levels of prospective teachers in terms of certain variables. Journal of Theory and Practice in Education, 13(3), 455-470.
  • 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 89, 47-70.
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–131.
  • Baykara, K. (2011). Öğretmen adaylarının bilişötesi öğrenme stratejileri ile öğretmen yeterlik algıları üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education) 40, 80-92.
  • Bidjerano T. (2005). Gender differences in self-regulated learning. (2005) The 36th Annual Meeting of the Northeastern Educational Research Association. Kerhonkson, NY.
  • Borkowski, J. G., & Turner, L. A. (1990). Transsituational characteristics of metacognition. In W. Schneider, & F. E. Weinert (Eds.), Interactions among aptitudes, strategies, and knowledge in cognitive performance (pp. 159–176). New York: Springer.
  • Boud, D., & Soler, R. (2016). Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), 400–413.
  • Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., … Paskevicius, M.(2020). A global outlook to the interruption of education due to COVID-19 Pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-126.
  • Broadbent, J., & Poon, W. (2015). Self-regulated learning strategies and academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1–13.
  • Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert, R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (65-116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
  • Büyüköztürk, Ş., Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel Araştırma Yöntemleri (5.baskı). Ankara: PegemA Yayıncılık.
  • Cai R, Wang Q, Xu J, Zhou L. Effectiveness of students’ self-regulated learning during the COVID-19 pandemic. Sci Insigt 2020; 34(1),175-182.
  • Cervin-Ellqvist, M., Larsson, D., Adawi, T. et al. (2020). Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science. High Educ. https://doi.org/10.1007/s10734-020-00635-x
  • Çokluk, Ö., Sekercioglu, G., & Büyüköztürk, S. (2016). Sosyal bilimler için çok degiskenli istatistik. Ankara, Pegem Akademi.
  • Daumiller, M. & Dresel, M. (2019). Supporting Self-Regulated Learning with Digital Media Using Motivational Regulation and Metacognitive Prompts. Journal of Experimental Education, 87(1), 161-176.
  • Doğanay, A. ve Demir, Ö. (2011). Akademik Başarısı Düşük ve Yüksek Öğretmen Adaylarının Ders Çalışma Sırasında Bilişsel Farkındalık Becerilerini Kullanma Düzeylerinin Karşılaştırılması, Kuram ve Uygulamada Eğitim Bilimleri (Educational Sciences: Theory and Practice), 11(4), 2021-2043. De Corte, E. (1990). Learning with new information technologies in schools: Perspectives from psychology of learning and instruction. Journal of Assisted Learning, 6(2), 69–87.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. Sage.
  • Finn, B. (2020). Exploring interactions between motivation and cognition to better shape self-regulated learning. Journal of Applied research in Memory and Cognition, 9 (4), 461-467.
  • Gömleksiz, M.N. & Demiralp, D. (2012). Öğretmen Adaylarının Öz-Düzenleyici Öğrenme Becerilerine İlişkin Görüşlerinin Çeşitli Değişkenler Açısından Değerlendirilmesi. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 11(3), 777-795.
  • Green, S. B., & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and Understanding Data (4th Edition). New Jersey: Pearson.
  • Green, K.J., Burlow, S. M.,& Carvalho, L. (2020). Designing for transition: Supporting teachers and students cope with emergency remote education. Postdigital Science and Education, 2, 906–922.
  • Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143–154.
  • Grossman, P. & Stodolsky, S. (1994). Considerations of content and the circumstances of secondary school teaching. In L. Darling-Hammond, ed., Review of Research in Education, Vol. 20 (pp. 179–221). Washington, DC: American Educational Research Association.
  • Güler, M. (2015). Öğretmen adaylarının öz-düzenleme becerilerinin; duygusal zekâları, epistemolojik inançları ve bazı değişkenler açısından incelenmesi. Yayımlanmamış doktora tezi. Necmettin Erbakan Üniversitesi, Konya.
  • Gündoğan Çögenli, A. & Güven, M. (2014). Validity and Reliability of Metacognitive Learning Strategies Determining Scale. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 22,283-297.
  • Handel M, Artelt C & Weinert S (2013), Assessing Metacognitive Knowledge: Development and Evaluation of a Test Instrument. Journal of Educational Research Online, 5 (2), 162-188.
  • Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (p. 57–85). Guilford Publications.
  • Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2016). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 1-22.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım.
  • Kılınç, E. & Uygun, M. (2015). Sinif öğretmeni adaylarinin hayat bilgisi öğretimine yönelik öz yeterlik algilari ile bilişötesi farkindaliklari arasindaki ilişkinin incelenmesi. Mustafa Kemal University Journal of Graduate School of Social Sciences, 12 (29),1-15.
  • Köklü, N., Büyüköztürk, Ş., & Cokluk, Ö. (2006). Sosyal Bilimler İçin İstatistik. PegemA Yayınları, Ankara.
  • Lee Yen, M. (2010). Self-Regulated Learning: Theory and Application. Penerbit USM.
  • Lee, M. H., and C. C. Tsai. 2005. “Exploring High School Students’ and Teachers’ Preferences toward the Constructivist Internet-Based Learning Environments in Taiwan.” Educational Studies 31 (2): 149–167.
  • Mannon, J. (2020). Metacognition, self-regulation and self-regulated learning: What's the difference? Impact, 8, 66-69.
  • Mekala, S. & Radhakrishnan,G. (2019). Promoting Self-Regulated Learning Through Metacognitive Strategies. IUP Journal of Soft Skills, 13 (2), 21-27.
  • Miller, R. G. (1969). Simultaneous statistical inference. New York: McGraw-Hill.
  • Namlu, A. G. (2004). Bilişötesi Öğrenme Stratejileri Ölçme Aracının Geliştirilmesi: Geçerlilik ve Güvenirlik Çalışması. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 2, 123-136.
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Details

Primary Language English
Subjects Social
Journal Section Articles
Authors

Seçil TÜMEN AKYILDIZ> (Primary Author)
FIRAT ÜNİVERSİTESİ
0000-0003-4116-7344
Türkiye


Vildan DONMUŞ KAYA>
FIRAT UNIVERSITY
0000-0003-4362-393X
Türkiye

Publication Date December 3, 2021
Published in Issue Year 2021, Volume 8, Issue 4

Cite

APA Tümen Akyıldız, S. & Donmuş Kaya, V. (2021). Examining Prospective Teachers’ Metacognitive Learning Strategies and Self-Regulated Online Learning Levels During Covid-19 Pandemic . International Journal of Contemporary Educational Research , 8 (4) , 144-157 . DOI: 10.33200/ijcer.912897

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868