Akademik Veri Yönetim Sistemi
Tezin Türü: Yüksek Lisans
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2015
Öğrenci: MERVE BAŞDOĞAN
Danışman: İBRAHİM SONER YILDIRIM
Özet:The primary purpose of this research is to shed light on the strength and direction of the relationship between community of inquiry and online self-regulated learning of adult learners enrolled in online Information Technologies Certificate Program (ITCP). This program which is carried out with the collaboration of Continuing Education Center and Computer Engineering Department in Middle East Technical University (METU) embodies synchronous and asynchronous communication methods over the Internet. In line with the aforementioned purpose, three research questions are addressed. In the first question, it is investigated that to what extent learners’ characteristics and COI presence predict their online self-regulated learning. In the second question, on the other side, it is explored that to what extent learners’ characteristics and self-regulated learning predict their COI presences. The sample includes 92 participants who enrolled in this online program in 2014-2015. A quantitative data collection method is used by employing survey technique. The major findings acquired from Spearman’s Correlation, Pearson Correlation Analyses and Multiple Regression Analyses revealed that demographic variables including age and gender did not show any statistically significant correlation with both online self-regulated learning and community of inquiry presences. However, three presences: teaching presence, cognitive presence and social presence were found positively correlated with each other and self-regulated learning and its subscales, except environment structuring, displayed statistically significant, positive correlation with three presences. Finally, Multiple Regression Analyses unveiled that self-regulated learning was explained by higher levels of social presence. Similarly, social presence was significantly predicted by self-regulated learning and its subscales including task strategies, time management, help-seeking and self-evaluation.