Buradasınız

Anasayfa » Content

ADAPTING ONLINE SELF-REGULATED LEARNING SCALE INTO TURKISH

Journal Name:

  • The Turkish Online Journal of Distance Education

Publication Year:

  • 2012

Key Words:

Author NameUniversity of Author
Abstract (2. Language): 
The purpose of this study is to determine online self-regulated learning levels of students by adapting “Online Self-Regulated Learning Scale” designed by Barnard and his colleagues into Turkish. Present study, irrespective of being a scale analysis, is at the same time a qualitative research. It is executed via scan model. Study group of research consists of collectively 222 students. Firstly the original scale has been translated by two educational technologists who are efficient in both Turkish and English languages. The validity of scale’s original factor structure within Turkish culture has been tested via confirmatory factor analysis. In order to measure the reliability of scale, internal consistency analyses have been conducted on data. In order to detect self-regulated learning levels of students; frequency, percentage, arithmetical means, standard deviation and t tests have been employed. In differentiation analyses p<0,05 significance level has been considered sufficient. As a result it can reasonably be argued that “Online Self-Regulated Learning Scale” is a valid and reliable scale that can be employed in detecting online self-regulated learning levels of university students in Turkey. Additionally below given results have been obtained regarding students’ online self-regulated learning levels: Students’ online self-regulated learning skills are generally higher and their highest level of skills is “structuring the environment”, whereas the lowest skill is “goal setting”. Online self-regulated learning levels of students from Social Sciences Teaching Department are meaningfully lower than the students’ online self-regulated learning levels from other departments.
Bookmark/Search this post with
FULL TEXT (PDF): 
PDF icon arastirmax-adapting-online-self-regulated-learning-scale-turkish.pdf
  • 1
52-67
  • English

REFERENCES

References: 

Ally, M. (2004). Foundations of educational theory for online learning. In T. Anderson (Ed.), The theory and practice of online learning (pp. 15-44). Edmonton, CA: Athabasca University Press.
Anderson, J. C. & Gerbing, D. W. (1984). The effect of sampling error on convergence, improper solutions, and goodness-offit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 49, 155-173.
Balcı, A. (2009). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler [Research in social sciences: Method, technique and principles]. Ankara: PegemA Press.
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, 1-6.
Boekaerts, M. (1999). Self–regulated learning: Where we are today. International Journal of Educational Research, 31(6), 445-457.
Butler, D. & Winne, P. (1995). Feedback and SRL: A theoretical synthesis. Review of Educational Research, 65, 245-281.
Büyüköztürk, Ş. (2002). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: PegemA Press.
Cabı, E. & Yalın, H. I. (2011). Öz düzenlemeye dayalı karma öğrenimin öğrenci motivasyonuna etkisi [The effect of self-regulation based blended education on student motivation]. Educational Technology Theory and Practice, 1(1), 125-142.
65
Carmines, E. G. & Zeller, R. A. (1982). Reliability and validity assessment. 5th ed. Beverly Hills: Sage Publications Inc.
Chang, M.M. (2007). Enhancing web-based language learning through self-monitoring. Journal of Computer-Assisted Learning, 23, 187-196.
Chang, M-M. (2005). Applying self-regulated learning strategies in a web-based instruction - An investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230.
Chung, M. (2000). The development of self-regulated learning. Asia Pacific Education Review, 1(1), 55-66.
Cunningham, C. A. & Billingsley, M. (2003).Curriculum Webs: A practical guide to weaving the Web into teaching and learning. Boston: Allyn and Bacon.
Deniz, K. Z. (2007). The adaptation of psychological scales. Ankara University, Journal of Faculty of Educational Sciences, 40(1), 1-16.
Doyle, C. S. (1994). Information literacy in an information society: A concept for the information age. Syracuse University, New York: ERIC, ED372763.
Fisher, M. & Baird, D. E. (2005). Online learning design that fosters student support, self-regulation, and retention. Campus-Wide Information Systems, 22(5), 88-107.
Gorsuch, R. L. (1983). Factor analysis. Hillsdale: Lawrence Erlbaum Associates.
Gülbahar, Y. & Büyüköztürk, S. (2008). Değerlendirme tercihleri ölçeğinin Türkçeye uyarlanması [Adaptation of evaluation choices scale into Turkish]. Hacettepe University Journal of Education, 35, 148-161.
Gülümbay, A. A. (2005). Yükseköğretimde web’e dayalı ve yüz yüze ders alan öğrencilerin öğrenme stratejilerinin, bilgisayar kaygılarının ve başarı durumlarının karşılaştırılması [Comparison between web-based and face-to-face trainees in higher education with respect to learning strategies, computer anxieties and success rates]. Unpublished Doctorate Thesis. Eskişehir: Anadolu University, Institute of Educational Sciences,
Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: myths to be avoided an guidelines for improving test adaptation practices. Journal of Applied Testing Technology, August 1999 Issue. Online: http://data.memberclicks.com/site/atpu/volume%201%20issue%201Increasing%...
Hodges, C. B. (2005). Self-regulation in web-based courses: A review and the need for research. The Quarterly Review of Distance Education, 6(4), 375-383.
Kearsley, G. (2000). Online education: learning and teaching in cyberspace. Belmont, CA.: Wadsworth.
Kitsantas, A. & Dabbagh, N. (2010).Learning to learn with integrative learning technologies (ILT): A practical guide for academic success. Information Age Publishing.
Kline, P. (1994). An easy guide to factor analysis. London and New York: Routledge.
66
Kline, R. B. (2005). Principles and practice of structural equation modeling, 2nded, New York: Guilford Press.
Ley, K. & Young, D. B. (1998). Self-regulation behaviors in underprepared (developmental) and regular admission college students. Contemporary Educational Psychology, 23, 42-64.
Lynch, R. & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. International Review of Research in Open and Distance Learning, 5(2), 1-16.
Maccallum, R. C., Browne, M. W. & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1, 130-149.
Marsh, H. W., Balla, J. R. & McDonald, R. P. (1988). Goodness-of-fit indexes in confirmatory factor analysis: The effect of sample size. Psychological Bulletin, 103, 391-410.
McManus, T. F. (2000). Individualizing instruction in a web-based hypermedia learning environment: Nonlinearity, advance organizers, and self-regulated learners. Journal of Interactive Learning Research, 11, 219-251.
Miltiadou, M. & Savenye, W. C. (2003). Applying social cognitive constructs of motivation to enhance student success in online distance education. Educational Technology Review, 11(1), 78-95. Norfolk, VA: AACE.
Niemi, H., Anne, N. & Virtanen, P. (2003). Towards self-regulation in web-based learning. Learning, Media and Technology, 28(1), 49-71.
Orhan, F. (2007). Applying self-regulated learning strategies in a blended learning instructions. World Applied Sciences Journal, 2(4), 390-398.
Pintrich, P. R. & De Groot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Pintrich, P. R. (2000). The roal of goal orientation in self-regulated learning. In M. Boekaerts, P. R., Pintrichve M. Zeidner (Eds.), Handbook of self-regulation, pp. 451-502. San Diego, CA: Academic Press.
Pintrich, P.R., Smith, D.A. F., Garcia, T. & McKeachie, W.J. (1991). A manual for the use of the motivated strategies for learning. Michigan: School of Education Building, The University of Michigan. ERIC database number: ED338122.
Pohlmann, J.T. (2004). Use and Interpretation of Factor Analysis in The Journal of Educational Research: 1992-2002. The Journal of Educational Research, 98(1), 14-23
Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72-89.
Sümer, N. (2000). Yapısal eşitlik modelleri: Temel kavramlar ve örnek uygulamalar [Structural equation models: Basic concepts and sample applications]. Turkish Psychology Literature, 3(6), 49-74.
67
Şimşek, A. & Balaban, J. (2010). Learning strategies of successful and unsuccessful university students.Contemporary Educational Technology, 1(1), 36-45
Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş [Introduction to Structural Equation Modeling]. Ankara: Ekinoks.
Tabachnick, B. G. & Fidell, L.S. (2001). Using multivariate statistics (4th edition). Boston: Allyn and Bacon.
Tsai, M. J. (2009). The model of strategic e-learning: Understanding and evaluating student e-learning from metacognitive perspectives. Educational Technology & Society, 12(1), 34-48.
Weinstein, C.E., Schulte, A.C. & Palmer, D.R. (1987). LASSI: Learning and study strategies inventory. Clearwater, FL: H. & H.
Winne, P.H. & Perry, N.E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 532–566). Orlando, FL: Academic Press.
Wirth, J. & Leutner, D. (2008). Self-regulated learning as a competence. Implications of theoretical models for assessment methods. Journal of Psychology, 216(2), 102-110.
Yukselturk, E. & Bulut, S. (2007). Predictors for student success in an online course. Educational Technology & Society, 10(2), 71-83.
Yukselturk, E. & Bulut, S. (2009). Gender differences in self-regulated online learning environment. Educational Technology & Society, 12(3), 12–22.
Yüksel, S. (2009). Eğitim Fakültesi Öğrencilerinin İnformal Etkileşimleri ve Akademik Başarılarıyla İlişkinin İncelenmesi [Analysis of Educational Faculty Students’ Informal Interactions association with their Academic Success]. Ahi Evran University Faculty of Education Journal, 10(2), 119-127
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
Zimmerman, B.J. & Martinez-Pons, M. (1986). Development of a structured interview for assessing students’ use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.
Zimmerman, B. J. & Martinez-Pons, M. (1990). Student differences in self-regulated learning: relating grade, sex and giftedness to self-efficacy and strategy-use. Journal of Educational Psychology, 82(1), 51-59.
Zimmerman, B. J. (1994). Dimensions of academic self-regulation. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 3-21). Hillsdale, NJ: Lawrence Erlbaum

Thank you for copying data from http://www.arastirmax.com