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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Can Computer-Supported Learning Environments Facilitate Students` Self-Regulated Learning?
Derya BAŞER
Middle East Technical University
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Can Computer-Supported Learning Environments Facilitate Students` Self-Regulated Learning?
Derya BAŞER
Middle East Technical University
Abstract :

The article is aiming to understand whether Computer-Supported Learning Environments (CSLEs) can be used as Self-Regulated Learning (SRL) tool. The issue is crucial as both of CSLEs and SRL are two new and important concepts used to increase the quality of learning process. It is tried to be investigated by scanning the literature under the headings: Computers in Education, SRL, SRL models, and SRL in CSLEs. First, the studies related to computer technologies in education were examined. While examining studies, all aspects of education with key points of usages were investigated in the topic of computer usages in education. Then, the term, SRL, was introduced. Diff erent definitions from various researchers were provided at the beginning of the part.

It was elaborated through presenting diff erent facets and components related to SRL. And, features of SRL environments were described in order to enable students to become self-regulated learners. Next, SRL models of four diff erent pioneer researchers were portrayed. Boekaerts’ Six Component Model of SRL (1997), Winne and Hadwin’sFour-stage Model of SRL (1998), Zimmerman’sThree-Phase Process Model Of SRL, and Pintrich’s General Framework for SRL (2000) are the SRL models which were focused in this part of the present study. While describing the models, the readers have also a chance to compaire them with the help of SRL comparison table. Finally, after providing literature review about the use of computer technologies in education, basic concepts
related to SRL, and leading SRL models, empirical and theoretical researches were reported under the heading
SRL in computer-supported learning environments in order to find out to the question: Can computer-supported
learning environments facilitate students’ self-regulated learning?

Studies in which computer technologies were used as metacognitive support tools, conceptual support tools, support tools, individualized learning platforms, collaborative and communication tools, content creation and delivery tools, assessment tools, and administrative tools were examined and reported. Although there were no concrete evidences which proofed that computer supported learning environments had or had not significantly a positive eff ect on students’ self-regulated learning, the literature review demonstrates that CSLEs have the potential to provide students opportunities to become self-regulators; however, learning environments is not the only factor having impact on learning. Design and use of learning environments are very important for an eff icient learning process. In addition to this, methods and media are the parts completing each other for obtaining success in learning process. Therefore, a big responsibility falls on designers and teachers to enable students to become self-regulated learners.

Keywords : Self-regulated learning, computer supported learning environment, SRL models
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