SavedAdd your journal

Journals / Bartın Üniversitesi Eğitim Fakültesi Dergisi / 2018 / Cilt: 7 - Sayı: 1

Learning Strategies Predicting the Perception of Social Presence of Distance Education Students

Uzaktan Eğitim Öğrencilerinin Sosyal Bulunuşluk Algılarını Yordayan Öğrenme Stratejileri

Yusuf Ziya OLPAK
Ebru KILIÇ ÇAKMAK
Pages
276–295
Publication Date
2018-02-28
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Study results shows that e-learners perceived co-presence could be predicted with two variables; organization and help seeking, e-learners perceived influence could be predicted with three variables; organization, help seeking and effort regulation, e-learners perceived cohesiveness could be predicted with three variables; help seeking, organization and effort regulation, and e-learners perceived social presence could be predicted with three variables; organization, help seeking and effort regulation.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This research has been planned for presenting the relations between the social presence and self-regulation in e-learning process which is very important for distance education students.
📊
Key Findings & Data:In this respect, it is tried to determined the learning strategies which predict the social presence perceptions of the students.
💡
Conclusion & Impact:Study results shows that e-learners perceived co-presence could be predicted with two variables; organization and help seeking, e-learners perceived influence could be predicted with three variables; organization, help seeking and effort regulation, e-learners perceived cohesiveness could be predicted with three variables; help seeking, organization and effort regulation, and e-learners perceived social presence could be predicted with three variables; organization, help seeking and effort regulation.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Sosyal bulunuşluk · Ortak bulunuşluk · Etkileme

Abstract

This research has been planned for presenting the relations between the social presence and self-regulation in e-learning process which is very important for distance education students. In this respect, it is tried to determined the learning strategies which predict the social presence perceptions of the students. The research which is carried out according to the survey model, is actualize with the data obtained from 61 students giving appropriate answers to the questions in data collection tools. In collecting the data; motivated strategies for learning questionnaire, social presence scale and personal information form which is developed by the authors, has been used. In analyzing the data; descriptive statistics, stepwise regression analysis and one way ANOVA are used. Study results shows that e-learners perceived co-presence could be predicted with two variables; organization and help seeking, e-learners perceived influence could be predicted with three variables; organization, help seeking and effort regulation, e-learners perceived cohesiveness could be predicted with three variables; help seeking, organization and effort regulation, and e-learners perceived social presence could be predicted with three variables; organization, help seeking and effort regulation. Besides, the social presence perception of the students, do not show a significant difference according to the gender, class level and department variables.

Özet

Bu araştırma uzaktan eğitim öğrencileri için oldukça önemli olan sosyal bulunuşluk ve öz-düzenlemenin e-öğrenme sürecinde bir biri ile ilişkisini ortaya koymak amacıyla planlanmıştır. Bu bağlamda öğrencilerin sosyal bulunuşluk algılarını yordayan öğrenme stratejileri belirlenmeye çalışılmıştır. Tarama modeline göre yürütülen araştırma, kullanılan veri toplama araçlarındaki sorulara uygun şekilde yanıtlar veren 61 öğrenciden elde edilen veriler ile gerçekleştirilmiştir. Verilerin toplanmasında; güdülenme ve öğrenme stratejileri ölçeği, sosyal bulunuşluk ölçeği ve yazarlar tarafından geliştirilen kişisel bilgi formu kullanılmıştır. Verilerin çözümlenmesinde ise; betimsel istatistikler, adımsal regresyon analizi ve ilişkisiz örneklemler için tek faktörlü varyans analizi kullanılmıştır. Araştırma sonuçları öğrencilerin ortak bulunuşluk algılarının; düzenleme ve yardım isteme ile, etkileme algılarının; düzenleme, yardım isteme ve emek yönetimi ile, kaynaştırma algılarının; yardım isteme, düzenleme ve emek yönetimi ile ve son olarak sosyal bulunuşluk algılarının ise; düzenleme, yardım isteme ve emek yönetimi ile yordanabileceğini göstermiştir. Ayrıca öğrencilerin sosyal bulunuşluk algıları; cinsiyet, sınıf ve bölüm değişkenlerine göre anlamlı bir farklılık göstermemiştir.

🔖

Cite This Article

OLPAK, Y. Z., ÇAKMAK, E. K. (2018). Learning Strategies Predicting the Perception of Social Presence of Distance Education Students. Bartın Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 7 - Sayı: 1, 276–295. https://ajindex.com/articles/55407

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (12)

  1. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-72.
  2. Zimmerman, B. J. (2001). Achieving academic excellence: A Self-regulatory perspective. In M. Ferrari (Ed.), The pursuit of excellence through education (pp. 85-110).
  3. Mahwah, NJ: Erlbaum. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451-502).
  4. San Diego, CA: Academic Press Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional model. In D. H. Schunk, & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 1-19). New York: Guilford. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.
  5. Winne, P. H. (1995). Inherent details in self-regulated learning. Educational Psychologist, 30, 173-187.
  6. Winn, W. (1999). Learning in virtual environments: A theoretical framework and considerations for design. Education Media International, 36(4), 271–279.
  7. Whiteman, J. A. M. (2002). Interpersonal communication in computer mediated learning. Retrieved from http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue _0=ED465997&ERICExtSearch_SearchType_0=no&accno=ED465997 Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.), (pp. 315-327). New York: MacMillan Company. Weinstein, C. E., Husman, J., & Dierking, D. R. (2000). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 728-748),
  8. San Diego, CA: Academic Press.
  9. Vrasidas, C., & McIsaac, M. S. (2000). Principles of pedagogy and evaluation for web-based learning. Educational Media International, 37(2), 105–111.
  10. Tu, C.-H., & McIsaac, M. (2002). The relationship of social presence and interaction in online classes. American Journal of Distance Education, 16(3), 131–150.
  11. Swan, K., & Shih, L. F. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous Learning Networks, 9(3), 115–136.
  12. Soo, K. S., & Bonk, C. J. (1998). Interaction: What does it mean in online distance education?. Retrieved from http://www.eric.ed.gov/ERICWebPortal/recordDetail?ac