Investigation of self-regulated online learning according to some demographic variables and their relationship to learning approaches

Abstract

Since it makes the learner autonomous, self-regulation in online learning environments is of great importance in terms of ensuring effective learning. In this context, the aim of the research is to compare the self-regulated online learning of education faculty students according to some variables and to reveal the relationship between their self-regulated online learning and learning approaches. For this purpose, firstly, the general view of students' self-regulated online learning and learning approaches was determined. After that, self-regulated online learning averages were compared according to their gender and academic averages, and finally, the relationship between self-regulated online learning and learning approaches was presented. The research is conducted using a relational screening model. The study group of the research, which continues their education through distance education due to the pandemic in the 2021-2022 academic year; consisted of a total of 376 students who studied in different departments of the education faculty of a large state university in Konya.As a result of the research findings, students' self-regulated online learning corresponds to an above-average value and their self-regulated online learning differs according to their gender and academic achievement. It has been found that there is a moderately positive correlation between the deep learning approach and self-regulated online learning skills, and a low negative correlation between the surface learning approach and self-regulated online learning skills.