Research Article
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THE ROLE OF E-LEARNING READINESS ON SELF-REGULATION IN OPEN AND DISTANCE LEARNING

Year 2023, Volume: 24 Issue: 4, 146 - 159, 01.10.2023

Hasan Ucar Yusuf Zafer Can Ugurhan

https://doi.org/10.17718/tojde.1231705

Abstract

In recent years, the proliferation of online and distance education has dramatically changed the landscape of education. With the growing demand for flexible and accessible learning opportunities, learners are increasingly turning to online and distance education programs to pursue their academic, personal, and professional goals. However, this modality of learning also presents unique challenges for learners, particularly when it comes to e-learning readiness and self-regulated learning. To explore these factors within the context of the online distance learning environment, this study used a cross-sectional quantitative research method to examine the differences in self-regulated learning skills of open and distance learners in terms of e-learning readiness in the Open Education System of Anadolu University. For the purpose of the study, an online survey was used to collect data. The participants of the study comprised 466 online distance learners. Results indicated that learners with high e-learning readiness levels had higher self-regulated learning skills compared to those with low levels. It was also determined that self-regulated learning skills did not differ in terms of the gender of the learners while they differed in terms of the time the learners spent on the learning management system.

Keywords

Online education distance education open and distance learning. self-regulation e-learning readiness online learning readiness

References

  • Alqurashi, E. (2019). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research, 9(1), 45-52.
  • Arifin, W. N. (2015). The graphical assessment of multivariate normality using SPSS. Education in Medicine Journal, 7(2), 71-75.
  • Artsın, M., Koçdar, S., & Bozkurt, A. (2020). Öğrenenlerin öz-yönetimli öğrenme becerilerinin kitlesel açık dersler bağlamında incelenmesi [Examination of self-regulated learning skills of learners in the context of massive open online courses]. AJESI - Anadolu Journal of Educational Sciences International, 10(1), 1-30.
  • Başaran, Y. K. (2017). Sosyal bilimlerde örnekleme kuramı [Sampling theory in social sciences]. Akademik Sosyal Araştırmalar Dergisi, 47(5), 480-495.
  • Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397.
  • Berigel, M., & Çetin, İ. (2019). Açık ve uzaktan öğretimde öğreten ve öğrenen roller [The roles of instructors and learners in open and distance education]. E. Tekinarslan, & M. D. Gürer (Eds.), Açık ve Uzaktan Öğrenme içinde (ss. 125-144). Ankara: Pegem Akademi Yayıncılık.
  • Bovermann, K., Weidlich, J., & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning–a mixed methods case study. International Journal of Educational Technology in Higher Education, 15(1), 1-17.
  • Çakır, R., Kara, M., & Kukul, V. (2019). Adaptation of the online self-regulation questionnaire in three types of interaction into Turkish: A validity and reliability study. Eğitim Teknolojisi Kuram ve Uygulama, 9(2), 332-348.
  • Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self-regulated learning. Psychology and Aging, 28(1), 232-242.
  • Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301.
  • Creswell, J.W., & Guetterman, T.C. (2021). Educational research: planning, conducting, and evaluating quantitative and qualitative research (6th Ed.), Global edition., New York: Pearson.
  • Firat, M., & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and distance learning university. Educational Media International, 1–16. https://doi.org/10.1080/09523987.2020.1786772
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. New York: Pearson.
  • Hung, M.L., Chou, C., Chen, C.H., & Own, Z.Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080-1090.
  • Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: E-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171-187.
  • İlhan, M., & Çetin, B. (2013). Çevrimiçi öğrenmeye yönelik hazır bulunuşluk ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması [The validity and reliability study of the turkish version of an online learning readiness scale]. Eğitim Teknolojisi Kuram ve Uygulama, 3(2), 72-100.
  • Joosten, T., & Cusaits, R. (2020). Online learning readiness. American Journal of Distance Education, 34(3), 180-193.
  • Lin, X., & Dai, Y. (2022). An exploratory study of the effect of online learning readiness on self-regulated learning. International Journal of Chinese Education, 11(2). https://doi.org/10.1177/2212585X221111938
  • Moore, M., & Kearsley, G. (Eds.). (2012) Distance education: A systems view of online learning (3rd ed.). Wadsworth, Belmont.
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS. New York: Open University Press.
  • Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72–89.
  • Rabin, E., Henderikx, M., Kalman, Y. M., & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119–131. https://doi.org/10.14742/ajet.5919
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
  • Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D.H. Schunk, & J.A. Greene, (Eds.), Handbook of self-regulation of learning and performance (pp. 1–15). NY: Routledge. https://doi.org/10.4324/9781315697048-1.
  • Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137(3), 421–442.
  • Torun, E. D. (2020). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. Open Praxis, 12(2), 191-208. https://dx.doi.org/10.5944/openpraxis.12.2.1092
  • Tuğtekin, E. B. (2022). Çevrimiçi öğrenme ortamlarında üniversite öğrencilerinin öz düzenleme düzeylerinin incelenmesi [Investigation of college students’ self-regulation levels in online learning environments]. Journal of Educational Reflections, 6(1), 10-23.
  • Uçar, H. (2022). Açık ve uzaktan öğrenmede dijital hazırbulunuşluk [Digital readiness in open and distance learning]. T.V. Yüzer ve M. Kesim (Eds.), Açık ve Uzaktan Öğrenmenin Dijital Dönüşüm Boyutu içinde (ss. 235 – 246). Ankara: Pegem Akademi Yayıncılık.
  • Yavuzalp, N., & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16, 15 (2021). https://doi.org/10.1186/s41039-021-00162-y
  • Wei, H.C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1), 48-69.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

Year 2023, Volume: 24 Issue: 4, 146 - 159, 01.10.2023

Hasan Ucar Yusuf Zafer Can Ugurhan

https://doi.org/10.17718/tojde.1231705

Abstract

References

  • Alqurashi, E. (2019). Self-efficacy in online learning environments: A literature review. Contemporary Issues in Education Research, 9(1), 45-52.
  • Arifin, W. N. (2015). The graphical assessment of multivariate normality using SPSS. Education in Medicine Journal, 7(2), 71-75.
  • Artsın, M., Koçdar, S., & Bozkurt, A. (2020). Öğrenenlerin öz-yönetimli öğrenme becerilerinin kitlesel açık dersler bağlamında incelenmesi [Examination of self-regulated learning skills of learners in the context of massive open online courses]. AJESI - Anadolu Journal of Educational Sciences International, 10(1), 1-30.
  • Başaran, Y. K. (2017). Sosyal bilimlerde örnekleme kuramı [Sampling theory in social sciences]. Akademik Sosyal Araştırmalar Dergisi, 47(5), 480-495.
  • Basol, G., & Balgalmis, E. (2016). A multivariate investigation of gender differences in the number of online tests received-checking for perceived self-regulation. Computers in Human Behavior, 58, 388-397.
  • Berigel, M., & Çetin, İ. (2019). Açık ve uzaktan öğretimde öğreten ve öğrenen roller [The roles of instructors and learners in open and distance education]. E. Tekinarslan, & M. D. Gürer (Eds.), Açık ve Uzaktan Öğrenme içinde (ss. 125-144). Ankara: Pegem Akademi Yayıncılık.
  • Bovermann, K., Weidlich, J., & Bastiaens, T. (2018). Online learning readiness and attitudes towards gaming in gamified online learning–a mixed methods case study. International Journal of Educational Technology in Higher Education, 15(1), 1-17.
  • Çakır, R., Kara, M., & Kukul, V. (2019). Adaptation of the online self-regulation questionnaire in three types of interaction into Turkish: A validity and reliability study. Eğitim Teknolojisi Kuram ve Uygulama, 9(2), 332-348.
  • Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self-regulated learning. Psychology and Aging, 28(1), 232-242.
  • Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34(3), 290-301.
  • Creswell, J.W., & Guetterman, T.C. (2021). Educational research: planning, conducting, and evaluating quantitative and qualitative research (6th Ed.), Global edition., New York: Pearson.
  • Firat, M., & Bozkurt, A. (2020). Variables affecting online learning readiness in an open and distance learning university. Educational Media International, 1–16. https://doi.org/10.1080/09523987.2020.1786772
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate data analysis. New York: Pearson.
  • Hung, M.L., Chou, C., Chen, C.H., & Own, Z.Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55, 1080-1090.
  • Ilgaz, H., & Gülbahar, Y. (2015). A snapshot of online learners: E-readiness, e-satisfaction and expectations. International Review of Research in Open and Distributed Learning, 16(2), 171-187.
  • İlhan, M., & Çetin, B. (2013). Çevrimiçi öğrenmeye yönelik hazır bulunuşluk ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması [The validity and reliability study of the turkish version of an online learning readiness scale]. Eğitim Teknolojisi Kuram ve Uygulama, 3(2), 72-100.
  • Joosten, T., & Cusaits, R. (2020). Online learning readiness. American Journal of Distance Education, 34(3), 180-193.
  • Lin, X., & Dai, Y. (2022). An exploratory study of the effect of online learning readiness on self-regulated learning. International Journal of Chinese Education, 11(2). https://doi.org/10.1177/2212585X221111938
  • Moore, M., & Kearsley, G. (Eds.). (2012) Distance education: A systems view of online learning (3rd ed.). Wadsworth, Belmont.
  • Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS. New York: Open University Press.
  • Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. American Journal of Distance Education, 22(2), 72–89.
  • Rabin, E., Henderikx, M., Kalman, Y. M., & Kalz, M. (2020). What are the barriers to learners’ satisfaction in MOOCs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation. Australasian Journal of Educational Technology, 36(3), 119–131. https://doi.org/10.14742/ajet.5919
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387.
  • Schunk, D. H., & Greene, J. A. (2018). Historical, contemporary, and future perspectives on self-regulated learning and performance. In D.H. Schunk, & J.A. Greene, (Eds.), Handbook of self-regulation of learning and performance (pp. 1–15). NY: Routledge. https://doi.org/10.4324/9781315697048-1.
  • Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: What we know and where we need to go. Psychological Bulletin, 137(3), 421–442.
  • Torun, E. D. (2020). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. Open Praxis, 12(2), 191-208. https://dx.doi.org/10.5944/openpraxis.12.2.1092
  • Tuğtekin, E. B. (2022). Çevrimiçi öğrenme ortamlarında üniversite öğrencilerinin öz düzenleme düzeylerinin incelenmesi [Investigation of college students’ self-regulation levels in online learning environments]. Journal of Educational Reflections, 6(1), 10-23.
  • Uçar, H. (2022). Açık ve uzaktan öğrenmede dijital hazırbulunuşluk [Digital readiness in open and distance learning]. T.V. Yüzer ve M. Kesim (Eds.), Açık ve Uzaktan Öğrenmenin Dijital Dönüşüm Boyutu içinde (ss. 235 – 246). Ankara: Pegem Akademi Yayıncılık.
  • Yavuzalp, N., & Bahcivan, E. (2021). A structural equation modeling analysis of relationships among university students’ readiness for e-learning, self-regulation skills, satisfaction, and academic achievement. Research and Practice in Technology Enhanced Learning, 16, 15 (2021). https://doi.org/10.1186/s41039-021-00162-y
  • Wei, H.C., & Chou, C. (2020). Online learning performance and satisfaction: do perceptions and readiness matter? Distance Education, 41(1), 48-69.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
There are 31 citations in total.

Details

Primary Language English
Subjects Lifelong learning
Journal Section Articles
Authors

Hasan Ucar 0000-0001-9174-4299

Yusuf Zafer Can Ugurhan 0000-0003-1264-9002

Publication Date October 1, 2023
Submission Date January 10, 2023
Published in Issue Year 2023 Volume: 24 Issue: 4

Cite

APA Ucar, H., & Ugurhan, Y. Z. C. (2023). THE ROLE OF E-LEARNING READINESS ON SELF-REGULATION IN OPEN AND DISTANCE LEARNING. Turkish Online Journal of Distance Education, 24(4), 146-159. https://doi.org/10.17718/tojde.1231705