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An Investigation of Pre-Service Teachers' Self-Regulated Learning Levels in Terms of Various Variables

An Investigation of Pre-Service Teachers' Self-Regulated Learning Levels in Terms of Various Variables

Şenol Orakcı, Mehmet Durnali
Copyright: © 2022 |Pages: 18
ISBN13: 9781799880776|ISBN10: 179988077X|ISBN13 Softcover: 9781799880783|EISBN13: 9781799880790
DOI: 10.4018/978-1-7998-8077-6.ch008
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MLA

Orakcı, Şenol, and Mehmet Durnali. "An Investigation of Pre-Service Teachers' Self-Regulated Learning Levels in Terms of Various Variables." Pedagogy, Presence, and Motivation in Online Education, edited by Aaron Michael Perez and Şenol Orakcı, IGI Global, 2022, pp. 150-167. https://doi.org/10.4018/978-1-7998-8077-6.ch008

APA

Orakcı, Ş. & Durnali, M. (2022). An Investigation of Pre-Service Teachers' Self-Regulated Learning Levels in Terms of Various Variables. In A. Perez & Ş. Orakcı (Eds.), Pedagogy, Presence, and Motivation in Online Education (pp. 150-167). IGI Global. https://doi.org/10.4018/978-1-7998-8077-6.ch008

Chicago

Orakcı, Şenol, and Mehmet Durnali. "An Investigation of Pre-Service Teachers' Self-Regulated Learning Levels in Terms of Various Variables." In Pedagogy, Presence, and Motivation in Online Education, edited by Aaron Michael Perez and Şenol Orakcı, 150-167. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8077-6.ch008

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Abstract

Online education is one of the most dynamic and enriched forms of learning available today. The aim of the present study is to reveal the self-regulated learning levels of pre-service teacher and to determine whether these levels change in terms of their gender and class. The sample of the study consists of Aksaray University Educational Sciences Department students who received online education due to the COVID-19 global epidemic in the 2020-2021 academic year. The data of the study were collected with the “Self-Regulation in Self-Paced Open and Distance Learning Environments Scale.” The first result of the study revealed that the self-regulated learning levels of the participants were close to medium. The self-regulation scores of male students receiving online education at university were also found to be significantly higher than the scores of female students. The final result obtained from the research is the existence of a significant difference between grade level and self-regulated learning skills.

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