Research Article
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Online Project Based Infographic Design Activities for Self-Regulation and Shared Metacognition Skills

Year 2023, Volume: 13 Issue: 2, 1054 - 1071, 31.05.2023

Hasan Çoruk Süleyman Sadi Seferoğlu

https://doi.org/10.24315/tred.1113475

Abstract

This study aims to analyze the effect of online project-based infographic design process on learners' self-regulation and shared metacognition. The study group consisted of 34 students. First of all, a pilot study was conducted. Based on the experiences gained a 12-week research process design consisting of 3 stages in the form of 3 hours of online lessons per week was developed. In the quantitative part of the research in which mixed design was used, scale data were collected with a single-group pretest-posttest experimental design. In addition, the research process was followed with an observation form and thematic analyzes were made by taking the students' thoughts with the data of the course evaluation form. It was observed that they significantly improved their self-regulation skills for interaction. In addition, it was determined that the shared metacognitive skills of the learners improved with the proximal development area created.

Keywords

Interactive infographic self-regulation shared metacognition

References

  • Agudo-Peregrina, Á. F., Iglesias-Pradas, S., Conde-González, M. Á., & Hernández-García, Á. (2014). Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning. Computers in Human Behavior, 31, 542–550. Doi:10.1016/j.chb.2013.05.031
  • Akbaba, B. , Öztürk, F. , Adalar, H., & Ekiçi, M. (2019). Öğrenme ve öğretme aracı olarak infografik tasarımı. Araştırma ve Deneyim Dergisi, 4(1) , 38-53. Retrieved from https://dergipark.org.tr/tr/pub/adeder/issue/46840/587865
  • Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148, Doi:10.1080/01587919.2018.1553562
  • Alvi, E., & Gillies, R. M. (2015). Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences. International Journal of Educational Research, 72, 14-25. Doi: 10.1016/j.ijer.2015.04.008
  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), 126–141.
  • Ataş, A. H. (2021). A design-based research on shared-metacognition through the community of inquiry framework in online collaborative learning environments. (Unpublished doctoral dissertation). Middle East Technical University, Ankara:
  • Başbay, A. (2006). Basamaklı öğretim programıyla desteklenmiş proje tabanlı öğrenmenin sürece, öğrenci ve öğretmen görüşlerine etkisi. (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
  • Bol, L., & Garner, J. K. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23, 104–123. Doi:10.1007/s12528-011-9046-7
  • Chen, G., Chiu, M. M., & Wang, Z. (2012). Social metacognition and the creation of correct, new ideas: A statistical discourse analysis of online mathematics discussions. Computers in Human Behavior, 28(3), 868-880. Doi:10.1016/j.chb.2011.12.006.
  • Cho, M. H., & Cho, Y. (2017). Self-regulation in three types of online interaction: a scale development. Distance Education, 38(1), 70-83. Doi:10.1080/01587919.2017.1299563
  • Cho, M. H., & Jonassen, D. (2009). Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments. Educational Psychology, 29(1), 117-138. Doi:10.1080/01443410802516934
  • Cho, M.-H., & Kim, B. J. (2013). Students’ self-regulation for interaction with others in online learning environments. Internet and Higher Education, 17, 69–75. Doi:10.1016/j.iheduc.2012.11.001
  • Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.
  • Çakır, R., Kara, M., & Kukul, V. (2019). Üç etkileşim türünde öz düzenleme ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 9 (2) , 332-348. Doi: 10.17943/etku.499407
  • Çilenti, K. (1988). Eğitim teknolojisi ve öğretim. Ankara: Kadıoğlu Matbaası
  • Diffily, D. (2002). Project-based learning: Meeting social studies standards and the needs of gifted learners. Gifted Child Today, 25(3), 40–59. Doi:10.4219/gct-2002-69
  • Dignath, C., Buettner, G., & Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101–129. Doi:10.1016/j.edurev.2008.02.003
  • Ekwunife-Orakwue, K. C. V., & Teng, T. L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427. Doi:10.1016/j.compedu.2014.06.011
  • Hoch, E., Scheiter, K., & Schüler, A. (2020) Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work? The Journal of Experimental Education, 88:4, 536-558, Doi: 10.1080/00220973.2019.1628693
  • English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 6. Doi:10.7771/1541-5015.1339
  • Fidan, N. (1985). Okulda öğrenme ve öğretme. Ankara, Alkım Kitapçılık Yayıncılık.
  • Garrison, D. R., & Akyol, Z. (2015). Thinking collaboratively in communities of inquiry: Nurturing shared metacognition. In Lock, J. and Danaher, P. (Der). Educational developments, practices and effectiveness: Global Anderson perspectives and contexts (pp.39-52). Palgrave Macmillan.
  • Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274. Doi:10.3102/01623737011003255
  • Hambleton, R.K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30.
  • 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(3), 1080–1090. Doi:10.1016/j.compedu.2010.05.004
  • Hurme, T.-R., Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: A case study. Educational Research and Evaluation, 15(5), 503–524. Doi:10.1080/13803610903444659
  • İlhan, M., & Çetin, B. (2013). Çevrimiçi öğrenmeye yönelik hazır bulunuşluk ölçeğinin (ÇÖHBÖ) Türkçe formunun geçerlik ve güvenirlik çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 3(2) , 72-101. Retrieved from https://dergipark.org.tr/tr/pub/etku/issue/6269/84216
  • İnci, E., & Taşçı, G.(2021). İlkokul öğrencilerinin biyoloji bilgi metinlerinden infografik tasarlama ve özetleme süreçlerinin farklı değişkenler bakımından incelenmesi. Yükseköğretim ve Bilim Dergisi, 11(3) , 536-544. Retrieved from https://dergipark.org.tr/en/pub/higheredusci/issue/67698/953780
  • Kiper, A., Arslan, S., Kıyıcı, M., & Akgün, Ö. E. (2012). Visual literacy scale: The study of validity and reliability. The Online Journal of New Horizons in Education, 2(2), 73-83.
  • Liskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379-393. Doi:10.1016/j.learninstruc.2010.05.002.
  • McLoughlin, C., & Lee, M.J. (2007) Social software and participatory learning: Pedagogical choices with technology affordances in the web 2.0 era. Roger Atkinson, Claire McBeath, Swee-Kit Alan Soong, Chris Cheers (Der). Providing choices for learners and learning. (pp. 664-675). Singapore, Centre for Educational Development, Nanyang Technological University.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Moore, M. G. (1993). Three types of interaction. Distance education: New perspectives (Ed: K. Harry, M. John, & D. Keegan). London: Routledge, 19-24
  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218. Doi:10.1080/03075070600572090
  • Nuhoğlu Kibar, P. & Akkoyunlu, B. (2014). A new approach to equip students with visual literacy skills: Use of infographics in education. European Conference on Information Literacy. Springer, Cham.
  • Özçelik, D. A. (2010). Eğitim programları ve öğretim. Ankara: PegemA Yayıncılık.
  • Özdener, N., & Özçoban T. (2004). Bilgisayar eğitiminde çoklu zekâ kuramına göre proje tabanlı öğrenme modelinin öğrenci başarısı üzerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 4(1), 147-170.
  • Pintrich, P. R., Wolters, C. A. & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. Gregory Schraw & James C. Impara (Ed.), Measurement of Metacognition. Paper 3 (41 – 97), Lincoln, NE: Buros Institute of Mental Measurements.
  • Sarı, A., & Akınoğlu, O. (2013). Öz-düzenlemeli öğrenme: Modeller ve uygulamalar. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29(29) , 139-154. Retrieved from. https://dergipark.org.tr/tr/pub/maruaebd/issue/370/2126
  • Scheiter, K., Schüler, A., & Eitel, A. (2017). Learning from multimedia: Cognitive processes and instructional support. In S. Schwan., & U. Cress (Ed.), The psychology of digital learning (pp. 1–19). Cham, Switzerland: Springer International Publishing.
  • Shea, J., Joaquin, M. E., & Wang, J. Q. (2016). Pedagogical design factors that enhance learning in hybrid courses: A contribution to design-based instructional theory. Journal of Public Affairs Education, 22(3), 381-397.
  • Tsang, E. Y. (2010). Learner-content interactions and learning effectiveness: A study of student perceptions (Unpublished doctoral dissertation). Capella University, Minnesota.
  • UNESCO (n.d.). COVID-19 Educational disruption and response. Retrieved Jun 10,2021 from https://en.unesco.org/covid19/educationresponse
  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
  • Yıldırım, Y.S. & Perdahçı, Z.N.(2019). Eğitimde interaktif infografik kullanımının öğrenci başarı, tutum ve motivasyonuna etkisi. Turkish Online Journal of Design Art and Communication ,9(3) , 449-463 . Retrieved from https://dergipark.org.tr/tr/pub/tojdac/issue/46322/582151
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press. Doi:10.1016/B978-012109890-2/50031-7.

ÖZDÜZENLEME VE PAYLAŞIMLI ÜSTBİLİŞ BECERİLERİNE YÖNELİK ÇEVRİMİÇİ PROJE TABANLI İNFOGRAFİK TASARIM ETKİNLİKLERİ

Year 2023, Volume: 13 Issue: 2, 1054 - 1071, 31.05.2023

Hasan Çoruk Süleyman Sadi Seferoğlu

https://doi.org/10.24315/tred.1113475

Abstract

Bu çalışmanın amacı çevrimiçi proje tabanlı infografik tasarlama sürecinin öğrencilerin özdüzenleme ve paylaşımlı üstbiliş gelişimlerine etkisini belirlemektir. Çalışma 34 öğrenci ile gerçekleştirilmiştir. Öncelikle pilot çalışma yapılmış ve kazanılan deneyimler ışığında haftada 3 saatlik çevrimiçi dersler şeklinde 3 aşamadan oluşan 12 haftalık bir araştırma süreci tasarlanmıştır. Karma desen kullanılan araştırmanın nicel bölümde ölçek verileri tek gruplu ön test–son test deneysel desen ile toplanarak analiz edilmiştir. Ayrıca bir gözlem formu ile araştırma süreci izlenmiş ve bir süreç değerlendirme formu verileri ile de öğrencilerin düşünceleri alınarak tematik analizler yapılmıştır. Öğrencilerin etkileşime yönelik özdüzenleme becerilerini anlamlı derecede geliştirdikleri gözlenmiştir. Ayrıca oluşturulan yakınsal gelişim alanı ile birlikte öğrencilerin paylaşımlı üstbiliş becerilerinin de geliştiği tespit edilmiştir.

Keywords

Etkileşim infografik özdüzenleme paylaşımlı üstbiliş.

References

  • Agudo-Peregrina, Á. F., Iglesias-Pradas, S., Conde-González, M. Á., & Hernández-García, Á. (2014). Can we predict success from log data in VLEs? Classification of interactions for learning analytics and their relation with performance in VLE-supported F2F and online learning. Computers in Human Behavior, 31, 542–550. Doi:10.1016/j.chb.2013.05.031
  • Akbaba, B. , Öztürk, F. , Adalar, H., & Ekiçi, M. (2019). Öğrenme ve öğretme aracı olarak infografik tasarımı. Araştırma ve Deneyim Dergisi, 4(1) , 38-53. Retrieved from https://dergipark.org.tr/tr/pub/adeder/issue/46840/587865
  • Alqurashi, E. (2019). Predicting student satisfaction and perceived learning within online learning environments. Distance Education, 40(1), 133-148, Doi:10.1080/01587919.2018.1553562
  • Alvi, E., & Gillies, R. M. (2015). Social interactions that support students’ self-regulated learning: A case study of one teacher's experiences. International Journal of Educational Research, 72, 14-25. Doi: 10.1016/j.ijer.2015.04.008
  • Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. The International Review of Research in Open and Distributed Learning, 4(2), 126–141.
  • Ataş, A. H. (2021). A design-based research on shared-metacognition through the community of inquiry framework in online collaborative learning environments. (Unpublished doctoral dissertation). Middle East Technical University, Ankara:
  • Başbay, A. (2006). Basamaklı öğretim programıyla desteklenmiş proje tabanlı öğrenmenin sürece, öğrenci ve öğretmen görüşlerine etkisi. (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
  • Bloom, B. S. (1976). Human characteristics and school learning. New York: McGraw-Hill.
  • Bol, L., & Garner, J. K. (2011). Challenges in supporting self-regulation in distance education environments. Journal of Computing in Higher Education, 23, 104–123. Doi:10.1007/s12528-011-9046-7
  • Chen, G., Chiu, M. M., & Wang, Z. (2012). Social metacognition and the creation of correct, new ideas: A statistical discourse analysis of online mathematics discussions. Computers in Human Behavior, 28(3), 868-880. Doi:10.1016/j.chb.2011.12.006.
  • Cho, M. H., & Cho, Y. (2017). Self-regulation in three types of online interaction: a scale development. Distance Education, 38(1), 70-83. Doi:10.1080/01587919.2017.1299563
  • Cho, M. H., & Jonassen, D. (2009). Development of the human interaction dimension of the Self‐Regulated Learning Questionnaire in asynchronous online learning environments. Educational Psychology, 29(1), 117-138. Doi:10.1080/01443410802516934
  • Cho, M.-H., & Kim, B. J. (2013). Students’ self-regulation for interaction with others in online learning environments. Internet and Higher Education, 17, 69–75. Doi:10.1016/j.iheduc.2012.11.001
  • Creswell, J W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.
  • Çakır, R., Kara, M., & Kukul, V. (2019). Üç etkileşim türünde öz düzenleme ölçeğinin Türkçeye uyarlanması: Geçerlik ve güvenirlik çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 9 (2) , 332-348. Doi: 10.17943/etku.499407
  • Çilenti, K. (1988). Eğitim teknolojisi ve öğretim. Ankara: Kadıoğlu Matbaası
  • Diffily, D. (2002). Project-based learning: Meeting social studies standards and the needs of gifted learners. Gifted Child Today, 25(3), 40–59. Doi:10.4219/gct-2002-69
  • Dignath, C., Buettner, G., & Langfeldt, H.P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101–129. Doi:10.1016/j.edurev.2008.02.003
  • Ekwunife-Orakwue, K. C. V., & Teng, T. L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78, 414-427. Doi:10.1016/j.compedu.2014.06.011
  • Hoch, E., Scheiter, K., & Schüler, A. (2020) Implementation Intentions for Improving Self-Regulation in Multimedia Learning: Why Don’t They Work? The Journal of Experimental Education, 88:4, 536-558, Doi: 10.1080/00220973.2019.1628693
  • English, M. C., & Kitsantas, A. (2013). Supporting student self-regulated learning in problem and project-based learning. Interdisciplinary Journal of Problem-Based Learning, 7(2), 6. Doi:10.7771/1541-5015.1339
  • Fidan, N. (1985). Okulda öğrenme ve öğretme. Ankara, Alkım Kitapçılık Yayıncılık.
  • Garrison, D. R., & Akyol, Z. (2015). Thinking collaboratively in communities of inquiry: Nurturing shared metacognition. In Lock, J. and Danaher, P. (Der). Educational developments, practices and effectiveness: Global Anderson perspectives and contexts (pp.39-52). Palgrave Macmillan.
  • Greene, J. C., Caracelli, V. J., & Graham, W. F. (1989). Toward a conceptual framework for mixed-method evaluation designs. Educational Evaluation and Policy Analysis, 11(3), 255-274. Doi:10.3102/01623737011003255
  • Hambleton, R.K., & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30.
  • 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(3), 1080–1090. Doi:10.1016/j.compedu.2010.05.004
  • Hurme, T.-R., Merenluoto, K., & Järvelä, S. (2009). Socially shared metacognition of pre-service primary teachers in a computer-supported mathematics course and their feelings of task difficulty: A case study. Educational Research and Evaluation, 15(5), 503–524. Doi:10.1080/13803610903444659
  • İlhan, M., & Çetin, B. (2013). Çevrimiçi öğrenmeye yönelik hazır bulunuşluk ölçeğinin (ÇÖHBÖ) Türkçe formunun geçerlik ve güvenirlik çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 3(2) , 72-101. Retrieved from https://dergipark.org.tr/tr/pub/etku/issue/6269/84216
  • İnci, E., & Taşçı, G.(2021). İlkokul öğrencilerinin biyoloji bilgi metinlerinden infografik tasarlama ve özetleme süreçlerinin farklı değişkenler bakımından incelenmesi. Yükseköğretim ve Bilim Dergisi, 11(3) , 536-544. Retrieved from https://dergipark.org.tr/en/pub/higheredusci/issue/67698/953780
  • Kiper, A., Arslan, S., Kıyıcı, M., & Akgün, Ö. E. (2012). Visual literacy scale: The study of validity and reliability. The Online Journal of New Horizons in Education, 2(2), 73-83.
  • Liskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379-393. Doi:10.1016/j.learninstruc.2010.05.002.
  • McLoughlin, C., & Lee, M.J. (2007) Social software and participatory learning: Pedagogical choices with technology affordances in the web 2.0 era. Roger Atkinson, Claire McBeath, Swee-Kit Alan Soong, Chris Cheers (Der). Providing choices for learners and learning. (pp. 664-675). Singapore, Centre for Educational Development, Nanyang Technological University.
  • Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
  • Moore, M. G. (1993). Three types of interaction. Distance education: New perspectives (Ed: K. Harry, M. John, & D. Keegan). London: Routledge, 19-24
  • Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199-218. Doi:10.1080/03075070600572090
  • Nuhoğlu Kibar, P. & Akkoyunlu, B. (2014). A new approach to equip students with visual literacy skills: Use of infographics in education. European Conference on Information Literacy. Springer, Cham.
  • Özçelik, D. A. (2010). Eğitim programları ve öğretim. Ankara: PegemA Yayıncılık.
  • Özdener, N., & Özçoban T. (2004). Bilgisayar eğitiminde çoklu zekâ kuramına göre proje tabanlı öğrenme modelinin öğrenci başarısı üzerine etkisi. Kuram ve Uygulamada Eğitim Bilimleri, 4(1), 147-170.
  • Pintrich, P. R., Wolters, C. A. & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. Gregory Schraw & James C. Impara (Ed.), Measurement of Metacognition. Paper 3 (41 – 97), Lincoln, NE: Buros Institute of Mental Measurements.
  • Sarı, A., & Akınoğlu, O. (2013). Öz-düzenlemeli öğrenme: Modeller ve uygulamalar. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29(29) , 139-154. Retrieved from. https://dergipark.org.tr/tr/pub/maruaebd/issue/370/2126
  • Scheiter, K., Schüler, A., & Eitel, A. (2017). Learning from multimedia: Cognitive processes and instructional support. In S. Schwan., & U. Cress (Ed.), The psychology of digital learning (pp. 1–19). Cham, Switzerland: Springer International Publishing.
  • Shea, J., Joaquin, M. E., & Wang, J. Q. (2016). Pedagogical design factors that enhance learning in hybrid courses: A contribution to design-based instructional theory. Journal of Public Affairs Education, 22(3), 381-397.
  • Tsang, E. Y. (2010). Learner-content interactions and learning effectiveness: A study of student perceptions (Unpublished doctoral dissertation). Capella University, Minnesota.
  • UNESCO (n.d.). COVID-19 Educational disruption and response. Retrieved Jun 10,2021 from https://en.unesco.org/covid19/educationresponse
  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
  • Yıldırım, Y.S. & Perdahçı, Z.N.(2019). Eğitimde interaktif infografik kullanımının öğrenci başarı, tutum ve motivasyonuna etkisi. Turkish Online Journal of Design Art and Communication ,9(3) , 449-463 . Retrieved from https://dergipark.org.tr/tr/pub/tojdac/issue/46322/582151
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press. Doi:10.1016/B978-012109890-2/50031-7.
There are 47 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Hasan Çoruk 0000-0002-2140-1749

Süleyman Sadi Seferoğlu 0000-0002-5010-484X

Early Pub Date May 26, 2023
Publication Date May 31, 2023
Published in Issue Year 2023 Volume: 13 Issue: 2

Cite

APA Çoruk, H., & Seferoğlu, S. S. (2023). ÖZDÜZENLEME VE PAYLAŞIMLI ÜSTBİLİŞ BECERİLERİNE YÖNELİK ÇEVRİMİÇİ PROJE TABANLI İNFOGRAFİK TASARIM ETKİNLİKLERİ. Trakya Eğitim Dergisi, 13(2), 1054-1071. https://doi.org/10.24315/tred.1113475
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