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

Yıl 2023, Cilt: 13 Sayı: 2, 1054 - 1071, 31.05.2023

Hasan Çoruk , Süleyman Sadi Seferoğlu

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

Öz

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.

Anahtar Kelimeler

Interactive, infographic, self-regulation, shared metacognition

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

Öz

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.

Anahtar Kelimeler

Etkileşim, infografik, özdüzenleme, paylaşımlı üstbiliş.

Kaynakça

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