Araştırma Makalesi
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Yıl 2023, Cilt: 10 Sayı: 1, 1 - 16, 30.01.2023
https://doi.org/10.17275/per.23.1.10.1

Öz

Kaynakça

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  • Akgündüz, D. & Akınoğlu, O. (2016). The effect of blended learning and social media-supported learning on the students' attitude and self-directed learning skills in science education. The Turkish Journal of Educational Technology, 15(2), 106-115. Retreived from https://files.eric.ed.gov/fulltext/EJ1096457.pdf
  • Arendt, A., Trego, A. & Allred, J. (2016). Students reach beyond expectations with cafeteria style grading. Journal of Applied Research in Higher Education, 8, 2-17. doi: 10.1108/JARHE-03-2014-0048
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  • Bakaç, E. & Özen, R. (2018). Öğretmen adaylarının öz-yönetimli öğrenme hazırbulunuşluk düzeyleri ile teknolojik pedagojik alan bilgisi yeterlikleri arasındaki ilişki. Education Sciences (NWSAES), 13(2), 90-105. doi: 10.12739/NWSA.2018.13.2.1C0682
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Effects of Using the Staged Self-Directed Learning Model at Distance English Learning

Yıl 2023, Cilt: 10 Sayı: 1, 1 - 16, 30.01.2023
https://doi.org/10.17275/per.23.1.10.1

Öz

This research aimed to investigate the effects of giving learners self-directed learning (SDL) instruction based on the Staged Self-Directed Learning Model (SSDLM) during distance English learning on their SDL readiness, achievement, attitudes toward English course and distance education. The study sample consisted of one hundred forty-six freshmen enrolled in two different departments at the Faculty of Education in Bolu Abant İzzet Baysal University in Türkiye in 2017/2018 Academic Year. All the participants took part in a twelve-week quasi-experimental study with pre-test and post-test. The English course program was common to both groups, but the SDL instruction program prepared according to the principles of SSDLM was unique to the experimental group only. The research data were collected using the Self-Directed Learning Readiness Scale, Attitude toward English Courses Scale, Attitude toward Distance Education Scale, and Achievement Test developed specifically for this English course. The obtained data were analyzed through the independent samples t-tests with bootstrap technique. The findings revealed no observable difference in SDL readiness scores between the groups. It may be because changing the way people learn requires longer time. However, remarkable differences in some other variables were observed in favor of the experimental group. These variables were attitude toward learning, importance of English and attitude toward distance education. These findings can be evaluated as the indication of some developments on the brink. All the findings were discussed in detail with this in mind and, suggestions were made accordingly.

Kaynakça

  • Ahmed, S. (2015). Attitudes towards English Language learning among EFL learners at UMSKAL. Journal of Education and Practice, 6(18), 6-16. Retreived from https://files.eric.ed.gov/fulltext/EJ1079681.pdf
  • Akgündüz, D. & Akınoğlu, O. (2016). The effect of blended learning and social media-supported learning on the students' attitude and self-directed learning skills in science education. The Turkish Journal of Educational Technology, 15(2), 106-115. Retreived from https://files.eric.ed.gov/fulltext/EJ1096457.pdf
  • Arendt, A., Trego, A. & Allred, J. (2016). Students reach beyond expectations with cafeteria style grading. Journal of Applied Research in Higher Education, 8, 2-17. doi: 10.1108/JARHE-03-2014-0048
  • Aşkın, İ. (2015). Üniversite öğrencilerinin öz-yönetimli öğrenme becerilerinin incelenmesi (Doctoral dissertation). Ankara: Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü. Retreived from http://www.openaccess.hacettepe.edu.tr:8080/xmlui/bitstream/handle/11655/11936/a0a4444d-ef7b-4fc3-9575-f6343ce59410.pdf?sequence=1&isAllowed=y
  • Azevedo, R., Cromley, J. G. & Seibert, D. (2004). Does adaptive scaffolding facilitate students' ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344-370. doi: 10.1007/s11251-005-1273-8
  • Bakaç, E. & Özen, R. (2018). Öğretmen adaylarının öz-yönetimli öğrenme hazırbulunuşluk düzeyleri ile teknolojik pedagojik alan bilgisi yeterlikleri arasındaki ilişki. Education Sciences (NWSAES), 13(2), 90-105. doi: 10.12739/NWSA.2018.13.2.1C0682
  • Baş, G. (2009). İngilizce dersinde işbirlikli öğrenme yönteminin öğrencilerin erişisi, derse karşı tutumlarına ve öğrenilenlerin kalıcılığına etkisi. Milli Eğitim Dergisi, 184, 240-256. Retreived from https://dergipark.org.tr/tr/download/article-file/442935
  • Bharathi, P. (2014). Self-directed learning and learner autonomy in English language teacher education: Emerging trends. International Journal for Teachers of English, 4(1), 1-8. Retreived from http://eltvoices.in/Volume4/Issue_1/EVI_41_1_Bharathi.pdf
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  • Boles, B. (2014). The art of self-directed learning. USA: Tells Peak Press.
  • Boling, E. C., Hough, M., Krinsky, H., Saleem, H. & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. Internet and Higher Education, 15, 118-126. doi: 10.1016/j.iheduc.2011.11.006
  • Bonk, C. J. & Lee, M. M. (2017). Motivations, achievements and challenges of self-directed informal learners in open educational environments and moocs. Journal of Learning for Development, 4(1), 36-57. Retreived from https://jl4d.org/index.php/ejl4d/article/view/195
  • Brockett, R. G. & Hiemstra, R. (1991). Self-direction in adult learning: Perspectives on theory, research and practice. New York, NY: Routledge.
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  • Lee, K., Choi, H. & Cho, Y. H. (2019). Becoming a competent self: A developmental process of adult distance learning. The Internet and Higher Education, 41, 23-33. doi: 10.1016/j.iheduc.2018.12.001
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  • Meshkat, M. Hassanzade, A. (2014). Effect of self-directed learning on the components of reading comprehension. Rals, 4(2), 3-15. Retreived from https://rals.scu.ac.ir/article_10535_290357ff91c2178d071562db7f3c4b16.pdf
  • Metin, A. E., Karaman, A. & Şaştım, Y. A. (2017). Öğrencilerin uzaktan eğitim sistemine bakış açısı ve uzaktan eğitim İngilizce dersinin verimliliğinin değerlendirilmesi: Banaz Meslek Yüksekokulu. Karabük Sosyal Bilimler Enstitüsü Dergisi, 7(2), 640-652. Retreived from https://dergipark.org.tr/en/download/article-file/374271
  • Moore, M. G. (1987). Self-directed learning and distance education. Journal of Distance Education, 1(1), 7-24. Retreived from http://www.ijede.ca/index.php/jde/article/view/307/762
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  • O'Malley, J. & McCraw, H. (1999). Students perceptions of distance learning, online learning and traditional classroom. Online Journal of Distance Learning Administration, 2(4), 1-10. Retreived from https://www.westga.edu/~distance/ojdla/winter24/omalley24.html
  • Özbek, R., Eroğlu, M. & Donmuş, V. (2017). Öğretmen adaylarının kendi kendine öğrenmeye ilişkin hazırbulunuşluklarının incelenmesi. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 7(13), 17-35. Retreived from https://asosindex.com.tr/index.jsp?modul=articles-page&journal-id=1836&article-id=315924
  • Özcan, A. (2015). Öz-yönetimli öğrenmeye dayalı İngilizce öğretiminin öğrencilerin motivasyonlarına, tutumlarına, dil öğrenme inanışlarına ve kelime bilgilerine etkisi (Doctoral dissertation). Konya: Necmettin Erbakan Üniversitesi Eğitim Bilimler Enstitüsü. Retreived from https://acikerisim.erbakan.edu.tr/xmlui/bitstream/handle/20.500.12452/790/10073906.pdf.pdf?sequence=1&isAllowed=y
  • Pachnowski, L. M. & Jurczyk, J. P. (2000). Correlating self-directed learning with distance learning success. Annual Meeting of the Eastern Educational Research Association (s. 1-15). Eric number: ED441000.
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  • Rubin, B., Fernandes, R. & Avgerinou, M. D. (2013). The effects of technology on the community of inquiry and satisfaction with online courses. Internet and Higher Education, 17, 48-57. doi: 10.1016/j.iheduc.2012.09.006
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  • Yavuz, R. (2016). Eğitim Fakültesi 1. sınıf öğrencilerinin uzaktan eğitime ilişkin tutumları ile İngilizce dersine ilişkin tutumları arasındaki ilişki. (Unpublished master thesis). Bolu: Abant İzzet Baysal Üniversitesi, Eğitim Bilimleri Enstitüsü. Yıldız, M. (2015). Uzaktan eğitim programlarında ders veren öğretim elemanlarının uzaktan eğitime yönelik bilgi, inanç ve uygulamaları arasındaki ilişkiler. (Unpublished master thesis). Ankara: Hacettepe Üniversitesi Eğitim Bilimleri Enstitüsü.
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Toplam 91 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Research Articles
Yazarlar

Erdoğan Doğru 0000-0002-0804-1857

Raşit Özen 0000-0001-6918-9348

Yayımlanma Tarihi 30 Ocak 2023
Kabul Tarihi 14 Ekim 2022
Yayımlandığı Sayı Yıl 2023 Cilt: 10 Sayı: 1

Kaynak Göster

APA Doğru, E., & Özen, R. (2023). Effects of Using the Staged Self-Directed Learning Model at Distance English Learning. Participatory Educational Research, 10(1), 1-16. https://doi.org/10.17275/per.23.1.10.1