Çevrimiçi Çoklu Öğrenme Ortamlarında Öğrenmeyi Etkileyen Bazı Bilişsel Özellikler ve Akademik Başarıyla İlişkisi
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The purpose of this research to examine some of the cognitive characteristics that affect students' learning and their relationship with academic success in online learning environments. In this study, these cognitive characteristics were selected as cognitive load, cognitive flexibility and visual literacy. This study conducted with descriptive method, online learning environment available in an international university's distance learning program was used. These three cognitive characteristics of the students who were educated in this environment were measured. The study was conducted with 118 students registered in the distance education system of the university during the fall semester of 2017-2018 academic year, who were studying in different departments, actively continuing in the education process and responding to scales sent via e-mail by the system. "Cognitive Load Scale, Cognitive Flexibility Inventories and Visual Literacy Skills Scale" were used to collect data from students. In addition, the "Personal Information Questionnaire" developed by the researcher was used to collect the demographic information of the students. The data obtained were statistically analyzed with One-way ANOVA, Independent Groups t-test and Multiple Regression Analysis. As a result of the research; it was determined that the cognitive load of the students in the online learning environment was not significantly related to the academic achievement of them. According to the data obtained from the students by the Cognitive Flexibility Inventories, the cognitive flexibility level of the students did not have a significant relationship with the academic achievement. However, there was a significant difference between students' visual literacy levels and academic achievement. There was no significant difference between students' willingness to learn online and general academic achievement in the online learning environment. In addition, findings show that visual literacy skills significantly explain the variability in academic achievement.