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Derginin Adı:
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The Turkish Online Journal of Distance Education
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Cilt:
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2013/14
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Sayı:
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2
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Makale Başlık:
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SERVICE TEACHERS’ ACADEMIC ACHIEVEMENTS IN ONLINE DISTANCE EDUCATION: The Roles of Online Self-Regulation and Attitudes
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Makale Alternatif Dilde Başlık:
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Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
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Makale Eklenme Tarihi:
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2.04.2015
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Okunma Sayısı:
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2
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Makale Özeti:
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The purpose of this study is to examine pre-service teachers’ academic achievements in
terms of different variables such as online self-regulated learning skills and attitudes
towards distance education. This study is descriptive in nature. Survey study design
was implemented to examine the relationships among variables.
The study was implemented at Afyon Kocatepe University Faculty of Education in
Turkey. The study group consists of 114 students from different departments including
primary school education, social studies education and preschool education. 84
(73.7%) were females and 30 (26.3%) were males. Ages of the group ranged between
18 and 28 with a mean of 19.42 (SD: 1.30). In Afyon Kocatepe University some courses
named “Computer II” and “Principles of Ataturk and the History of Revolution” are
presented by using computer based online distance education. We selected “Computer
II” as data collection medium. The course was introduced to students for one semester.
Online self-regulated learning scale (α=0.948) and attitude scale towards distance
learning (α=0.835) are used as data instruments. Students’ final grades were taken
into account as achievement scores to examine the relationship between achievement
attitude and self-regulated learning. Pearson’s correlation coefficient, multiple
regression analysis, independent samples t-test and one-way ANOVA are conducted to
analyze collected data. The results showed that online self-regulated learning
strategies and attitude towards distance education accounted for 15 % of variation of
students’ achievement. Attitude made a significant contribution to the prediction of
achievement while the sub factors of self-regulated learning did not make a significant
contribution to achievement.
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Alternatif Dilde Özet:
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Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
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