Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması

Tülin HAŞLAMAN (TED Üniversitesi)
İlköğretim Online (elektronik)
7 5
Yıl: 2017 Cilt: 16 Sayı: 4 Sayfa Aralığı: 1407 - 1424 Metin Dili: Türkçe İndeks Tarihi: 29-07-2022

Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması

Öz:
Bu çalışmada, öğretmen adayları, açık uçlu bir teknoloji aracı olan StoryJumper kullanarak, özdüzenleme süreçlerini destekleyen dijital öykülerini tasarlamışlardır. Araştırmada öncelikle, dijital öyküleme (DÖ) uygulamasının özdüzenleme süreçlerini destekleme potansiyeli araştırılmıştır. DÖ uygulaması, Zimmerman'ın (2000) özdüzenleme modeli temelinde geliştirilen gösterge listesi rehberliğinde, üç uzman tarafından değerlendirilmiştir. Araştırmada ikinci olarak öğretmen adaylarının DÖ uygulamasına ilişkin görüşleri, açık uçlu sorular aracılığıyla toplanmıştır. Uzmanların görüşleri incelendiğinde; yardım arama, zamanlama, bilgi toplama vb. stratejilerin kullanımının planlanması ve zaman yönetimi ile bilgi toplama stratejilerinin kullanımının düşük düzeyde olduğu; ancak hedef belirleme, planlama, özyeterlik, hedefe yönelik olumlu duyguların desteklenmesi, görev stratejileri, strateji değiştirme, yardım arama, özdeğerlendirme, memnuniyet ve geleceğe yönelik çıkarımda bulunma gibi becerilerin yüksek düzeyde olduğu görülmektedir. Öğretmen adaylarının görüşlerine uygulanan tematik analiz sonuçlarına göre hedef belirleme, plan yapma, görev stratejisi, kendini gözleme, strateji değiştirme, özdeğerlendirme, memnuniyet ve geleceğe yönelik çıkarımda bulunma becerilerinin ön plana çıktığı görülmektedir. Sonuç olarak, araştırmada DÖ uygulamasının, özdüzenleme süreçlerini destekleme potansiyeline ilişkin uzman değerlendirmeleriyle öğretmen adaylarının tasarlama sürecine ilişkin görüşlerinin paralel olduğu görülmektedir
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik

Supporting Self-Regulated Learning: A Digital Storytelling Implementation

Öz:
In this study, pre-service teachers used an open-ended technological tool, StoryJumper, to design digital storytelling (DS) that supports self-regulatory processes. In the research, firstly potential of supporting self-regulatory processes of the DS implementation was examined. Three experts according to the indicator list based on Zimmerman’s (2000) self-regulation model evaluated it. Secondly, pre-service teachers were asked about their opinions on the process of preparing digital storytelling in the frame of open-ended questions. Data analysis of the expert opinions showed that, planning of strategies of help seeking, time management, and gathering information, using the strategies of time management and information gathering strategies are the low level. However, it emphasized skills such as goal setting, planning, self-efficacy, imagery, task strategies, strategy change, help seeking, self-evaluation, satisfaction and causal attributions are at the high level. Opinions of the pre-service teachers were explored using thematic analysis. Results revealed the frequent use of some skills during the process including goal setting, planning, task strategies, self-observation, strategy change, selfevaluation, satisfaction and causal attributions. As a result, expert scores addressing the potential of DS in terms of supporting self-regulatory processes were found parallel with student teachers’ perceptions on the process of digital storytelling
Anahtar Kelime:

Konular: Eğitim, Eğitim Araştırmaları Matematik
Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
  • Azevedo, R., & Cromley, J. G. (2004). Does training on self-regulated learning facilitate students’learning with hypermedia? Journal of Educational Psychology, 96(3), 523–535.
  • Bandura, A. (1986). Social foundations of thought and action. Prentice-Hall, Inc. New Jersey.
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. Doi: 10.1191/1478088706qp063oa
  • Burmark, L. (2004). Visual presentations that prompt, flash & transform. Media and Methods, 40(6), 4–5.
  • Butler, D. L., & Cartier, S. (2004). Promoting students’ active and productive interpretation of academic work: A key to successful teaching and learning. Teachers College Record, 106, 1729–1758.
  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245–281.
  • Carter, K. (1993). The place of story in the study of teaching and teacher education. Educational Researcher, 22(1), 5-12.
  • Chen, C. H. (2008). Why do teachers not practice what they believe regarding technology integration?. The Journal of Educational Research, 102(1), 65-75.
  • Creswell, J. W. (2014). Research design. Qualitative, quantitative, and mixed methods approaches. (4th ed.). Sage Publications.
  • Dabbagh, N. & Kitsantas, A. (2004). Supporting self-regulation in student-centered web-based learning environments. International Journal on E-Learning, 3(1), 40-47.
  • Dabbagh, N., & Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8.
  • Dembo, M. H. (2001). Learning to teach is not enough future teachers also need to learn how to learn. Teacher Education Quarterly, 28(4), 23-35.
  • DiBenedetto, M. K., & Bembenutty, H. (2013). Within the pipeline: Self-regulated learning, self-efficacy, and socialization among college students in science courses. Learning and Individual Differences, 23, 218- 224.
  • Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264.
  • Dignath, C., Büttner, G., & Langfeldt, H.-P. (2008). How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101–129.
  • DISTCO, (2015). Digital storytelling evaluation rubric for official judging. [Online]: Retrieved on 29-June-2017 at http://www.distco.org/wp-content/uploads/2015/10/Digital-Storytelling-Rubric-DISTCO.pdf
  • Dron, J. (2007). Designing the undesignable: Social software and control. Educational Technology & Society, 10(3), 60-71. [Online]: Retrieved on 20-June-2017 at http://www.ifets.info/journals/10_3/5.pdf
  • Entwistle, N., & Tait, H. (1995). Approaches to learning and perceptions of the learning environment across disciplines. New Directions for Teaching and Learning, 64, 93–103.
  • Foerst, N. M., Klug, J., Jöstl, G., Spiel, C., & Schober, B. (2017). Knowledge vs. action: discrepancies in university students' knowledge about and self-reported use of self-regulated learning strategies. Frontiers in Psychology, 8:1288. doi:10.3389/fpsyg.2017.01288. [Online]: Retrieved on 15-June-2017 at http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01288/full
  • Hannafin, M. J., & Land, S. M. (1997). The foundations and assumptions of technology-enhanced studentcentered learning environments. Instructional Sciences, 25, 167-202.
  • Haşlaman, T. & Aşkar, P. (2007). Programlama dersi ile ilgili özdüzenleyici öğrenme stratejileri ve başarı arasındaki ilişkinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32, 110-122.
  • Haşlaman, T. & Aşkar, P. (2015). Öğrencilerin Özdüzenleyici Öğrenmelerinin ve Öğretmenlerin Özdüzenleyici Öğrenmeyi Destekleyen Davranışlarının Ölçülmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 106-121.
  • Hu, H., & Driscoll, M. P. (2013). Self-Regulation in e-Learning Environments: A Remedy for Community College? Educational Technology & Society, 16 (4), 171–184.
  • Hu, H., & Gramling, J. (2009). Learning strategies for success in a web-based course: A descriptive exploration. Quarterly Review of Distance Education, 10(2), 123.
  • ISTE (2016). International Society for Technology in Education Standards for Students. [Online]: Retrieved on 19-June-2017, at https://www.iste.org/standards/for-students
  • Jakes, D. S. & Brennan, J. (2005). Capturing stories, capturing lives: An Introduction to digital storytelling. [Online]: Retrieved on 20-June-2017 at http://bookstoread.com/etp/earle.pdf
  • Kitsantas, A. (2013). Fostering college students' self-regulated learning with learning technologies. Hellenic Journal of Psychology, 10, 235-252.
  • Kitsantas, A., & Dabbagh, N. (2010). Learning to learn with Integrative Learning Technologies (ILT): A practical guide for academic success. Greenwich, CT: Information Age Publishing.
  • Kitsantas, A., & Dabbagh, N. (2011). The role of Web 2.0 technologies in self‐regulated learning. New Directions for Teaching and Learning, 2011(126), 99-106.
  • Kramarski, B. (2008). Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3(2), 83-99.
  • Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
  • Kuo, Y. C., Walker, A. E., Schroder, K. E., & Belland, B. R. (2014). Interaction, Internet self-efficacy, and selfregulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50.
  • Leelawong, K., Davis, J., Veye, N., Biswas, G., Schwartz, D., Belynne, K., et al. (2002). The effects of feedback in supporting learning by teaching in a teachable agent environment. Paper presented at the Fifth International Conference of Learning Sciences, New York, October.
  • Locke, E. A., & Latham, G. P. (1990). Work motivation and satisfaction: Light at the end of the tunnel. Psychological science, 1(4), 240-246.
  • Luckin, R., Clark, W., Logan, K., Mee, A. & Oliver, M. (2009). Do Web 2.0 tools really open the door to learning? Practices, perceptions and profiles of 11–16-year-old students. Learning. Media and Technology, 34 (2), 87–104.
  • Lynch, R., & Dembo, M. (2004). The relationship between self-regulation and online learning in a blended learning context. The International Review of Research in Open and Distributed Learning, 5(2), [Online]: Retrieved on 15-June-2017 at https://pdfs.semanticscholar.org/9465/e341f8da73e20ec67acfee7cb1166d8b98db.pdf
  • Manlove, S., Lazonder, A., & de Jong, T. (2009). Collaborative versus individual use of regulative software scaffolds during scientific inquiry learning. Interactive Learning Environments, 17(2), 105–117.
  • Martin, A. (2006). Literacies for the Digital Age. In Martin A. ve Madigan D. (Eds.), Digital Literacies for Learning, London: Facet.
  • Masui, C., & De Corte, E. (1999). Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools. Learning and Instruction, 9(6), 517–542.
  • Mayer, R. E. (2005). Introduction to multimedia learning. In Mayer, R. E. (Ed.), The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press.
  • McLoughlin, C., & Lee, M. J. (2008). Personalised and self-regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
  • Mellon, C. A. (1999). Digital storytelling: Effective learning through the internet. Education Technology, 39(2), 46-50.
  • Michalsky T., & Schechter, C. (2013). Preservice teachers’ capacity to teach self-regulated learning: Integrating learning from problems and learning from successes. Teaching and Teacher Education, 30, 60-73. http://dx.doi.org/10.1016/j.tate.2012.10.009
  • Moskal, B. M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research & Evaluation, 8(14), 1-10.
  • Nicol, D. (2009). Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies. Assessment & Evaluation in Higher Education, 34(3), 335-352.
  • Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: a longitudinal study. International Journal of Educational Research, 41, 198–215.
  • Paris, A. H. & Paris, S. G. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89-101.
  • Paris, S. G. & Winograd, P., (1999). The role of self-regulated learning in contextual teaching: Principles and practices for teacher preparation Contextual teaching and learning: Preparing teachers to enhance student success in the workplace and beyond (Information SeriesNo. 376).Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education; Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education.
  • Patton, D. (2007). Rubric for a digital storytelling project. [Online]: Retrieved on 20-June-2017 at http://www.jasonohler.com/pdfs/DanPattonDST-Rubric-2007.pdf.
  • Perels, F., Gürtler, T., & Schmitz, B. (2005). Training of self-regulatory and problem-solving competence. Learning and Instruction, 15(2), 123–139.
  • Perry, N. E. & Rahim, A. (2011). Studying self-regulated learning in classrooms. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 122-136). New York, NY: Routledge.
  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (452-502). San Diego, CA: Academic Press.
  • Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Research, 29(1), 4-15.
  • Randi, J. (2004). Teachers as self-regulated learners. Teachers College Record, 106(9), 1825–1853.
  • Randi, J., & Corno, L. (2000). Teacher innovations in self-regulated learning. In P. Pintrich, M. Boekaerts, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 651–685). Orlando, FL: Academic Press.
  • Robin, B. (2006). The educational uses of digital storytelling. In İçinde C. M. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. A. Willis (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference (pp. 709-716). Chesapeake, VA: AACE. [Online]: Retrieved on 20- June-2017 at http://faculty.coe.uh.edu/brobin/homepage/Educational-Uses-DS.pdf
  • Robin, B. R. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory into Practice, 47, 220-228.
  • Sadik, A. (2008). Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research and Development, 56, 487-506.
  • Sarıca, H. Ç., & Usluel, Y. K. (2016). Eğitsel bağlamda dijital hikâye anlatımı: Bir rubrik geliştirme çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 6(2), 65-84.
  • Schraw, G., Crippen, K. J., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111–139.
  • Schunk, D. H, & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self-reflective practice. New York: The Guilford Press.
  • Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631– 649). San Diego: Academic.
  • Steffens, K. (2006). Self-Regulated Learning in Technology-Enhanced Learning Environments: lessons of a European peer review. European Journal of Education, 41, 353-379.
  • Stubbé, H. E. & Theunissen, N. C. M. (2008). Self-directed adult learning in a ubiquitous learning environment: A meta-review. In M. Kalz, R. Koper, V. Hornung-Prähauser & M. Luckmann (Eds), Proceedings of the First Workshop on Technology Support for Self-Organized Learners (pp. 5-28). Aachen, Germany: RWTH Aachen University.
  • Waeytens, K., Lens, W., & Vandenberghe, R. (2002). ‘Learning to learn’: teachers’ conceptions of their supporting role. Learning and Instruction, 12(3), 305–322.
  • Winne, P. H. & Perry, N. E. (2000). Measuring self-regulated learning. In Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.), Handbook of self-regulation (531–566). Orlando, FL: Academic Press.
  • Wood, J. M. (2007, October 3). Understanding and Computing Cohen’s Kappa: A Tutorial. WebPsychEmpiricist. [Online]: Retrieved on 25-June-2017 at http://wpe.info/vault/wood07/Wood07.pdf.
  • Zimmerman, B. J. (2000). Attaining self-regulation. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of Self-Regulation (13-39). San Diego, CA: Academic Press.
  • Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American educational research journal, 45(1), 166-183.
  • Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
  • Zimmerman, B.J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice. 41(2), 64-70.
APA HASLAMAN T (2017). Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. , 1407 - 1424.
Chicago HASLAMAN TÜLIN Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. (2017): 1407 - 1424.
MLA HASLAMAN TÜLIN Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. , 2017, ss.1407 - 1424.
AMA HASLAMAN T Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. . 2017; 1407 - 1424.
Vancouver HASLAMAN T Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. . 2017; 1407 - 1424.
IEEE HASLAMAN T "Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması." , ss.1407 - 1424, 2017.
ISNAD HASLAMAN, TÜLIN. "Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması". (2017), 1407-1424.
APA HASLAMAN T (2017). Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. İlköğretim Online (elektronik), 16(4), 1407 - 1424.
Chicago HASLAMAN TÜLIN Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. İlköğretim Online (elektronik) 16, no.4 (2017): 1407 - 1424.
MLA HASLAMAN TÜLIN Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. İlköğretim Online (elektronik), vol.16, no.4, 2017, ss.1407 - 1424.
AMA HASLAMAN T Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. İlköğretim Online (elektronik). 2017; 16(4): 1407 - 1424.
Vancouver HASLAMAN T Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması. İlköğretim Online (elektronik). 2017; 16(4): 1407 - 1424.
IEEE HASLAMAN T "Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması." İlköğretim Online (elektronik), 16, ss.1407 - 1424, 2017.
ISNAD HASLAMAN, TÜLIN. "Özdüzenleyici Öğrenmenin Desteklenmesi: Bir Dijital Öyküleme Uygulaması". İlköğretim Online (elektronik) 16/4 (2017), 1407-1424.
Sayfa Oluşturulma Tarihi
23-04-2024 5:53

İLETİŞİM

TÜBİTAK ULAKBİM TR Dizin

Yüzüncüyıl, İşçi Blokları Mahallesi

Muhsin Yazıcıoğlu Caddesi No:51/C

06530 Çankaya / ANKARA +90 (312) 298 92 00

trdizin@tubitak.gov.tr

TÜBİTAK ULAKBİM Ulusal Akademik Ağ ve Bilgi Merkezi Cahit Arf Bilgi Merkezi © Tüm Hakları Saklıdır. Gizlilik Politikası Kullanım Şartları