Çevrimiçi Öz-Düzenlemeli Öğrenme Süreci ve Üstbilişsel Yargı Eğitiminin Performans ve Üstbilişsel Yargılara Etkisi
Dönmez, Fatma Çağla
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Metacognition is being aware of and controlling one's own learning processes and knowledge. Metacognitive judgment is a tool that enables individuals to make evaluations by monitoring and reflecting their cognitive activities and is used to measure the results of metacognitive monitoring processes. The studies on metacognitive judgment have revealed that students are often unaware of their actual performance. This causes students to show overconfidence about any subject. Overconfidence is when students who lack metacognitive skills are confident in their performance, regardless of whether their knowledge is objectively correct and complete. This study aims to examine the effect of online self-regulated learning process on students' performance and metacognitive judgments. The study is carried out with 48 university students within the scope of Instructional Design course for 16 weeks. Data was collected through pre-post achievement tests, metacognitive judgment test, interview, self-regulated learning documents, project reports and peer assessment forms. Mixed method was used in the study. While the exam performances and metacognitive judgments of the students are analyzed using quantitative methods, qualitative methods are used to analyze their views on the self-regulated learning process. The results revealed that the effect of online self-regulated learning on performance and metacognitive judgments statistically significantly positive. Based on student views, it can be said that online self-regulated learning processes are beneficial in terms of task distribution, making efforts to comply with the plan, seeing their shortcomings, controlled progress and having an idea of what is expected of them.
xmlui.dri2xhtml.METS-1.0.item-citationDönmez, F.Ç. (2021). Çevrimiçi Öz-Düzenlemeli Öğrenme Süreci ve Üstbilişsel Yargı Eğitiminin Performans ve Üstbilişsel Yargılara Etkisi (Yüksek Lisans Tezi). Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü. Ankara
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