Akademik Veri Yönetim Sistemi
Instructional Technology and Lifelong Learning, cilt.4, sa.2, ss.222-253, 2023 (Hakemli Dergi)
In addition to developing learning strategies, it is essential to determine students' mastery of these skills. In this context, the purpose of this study is to adapt into Turkish the instrument developed by Meijs et al. (2019) in order to determine the use of learning strategies required by learners in distance education environments. The second objective is to analyze the data to be obtained from the adapted scale in terms of multiple variables and to disclose the status of students' use of learning strategies in environments of distance education in Turkey. In this research, a survey study design was used to fully reveal the learning strategies that students use for distance education. The Motivated Strategies for Learning Questionnaire Part B Distance Education (MSQL-B DE) scale and a personal information form containing demographic and other student information served as data collection instruments. In this research, both EFA and CFA were applied. Additionally, the parameters derived from Confirmatory Factor Analysis indicated that the model was compatible. Complex cognitive strategy use has the highest mean when the findings are analyzed according to the means. Simple cognitive strategy use, academic thinking, and time, resource, and effort management are the respective strategies used. Compared to the other strategies, communication with others was determined to be the least utilized. The results of the study contain as many diverse elements as possible in accordance with the literature on the application of learning strategies in the distance education process. In future research, it may be possible to investigate various aspects of learning strategies in distance education, including course processing and academic achievement.