The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners

Ruchan Uz , Adem Uzun


APA 6th edition
Uz, R., & Uzun, A. (2018). The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners. European Journal of Educational Research, 7(4), 877-886. doi:10.12973/eu-jer.7.4.877

Harvard
Uz R., and Uzun A. 2018 'The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners', European Journal of Educational Research , vol. 7, no. 4, pp. 877-886. Available from: https://dx.doi.org/10.12973/eu-jer.7.4.877

Chicago 16th edition
Uz, Ruchan and Uzun, Adem . "The Influence of Blended Learning Environment on Self-Regulated and Self-Directed Learning Skills of Learners". (2018)European Journal of Educational Research 7, no. 4(2018): 877-886. doi:10.12973/eu-jer.7.4.877

Abstract

The aim of this paper is to determine the influence of blended learning environments on self-regulated and self-directed learning skills of undergraduate students. The explanatory sequential mixed method was used. In total 167 students participated in the study. While sixty students taking “Programming Languages” course at Computer Education and Instructional Technologies Department constituted the experimental group, 102 undergraduates-65 of them from the same department (Control 1) and 42 from Electronic Engineering Department (Control 2) formed the control groups. Self-directed Learning Readiness Scale, Self-regulated Learning Scale and semi-structured interviews were used as data collection instruments. While the experimental group received blended instruction, control groups received traditional instruction for weeks. The findings of the study revealed that self-regulated and self-directed scores of experimental group differed significantly from the control groups` indicating that the use of blended instruction is more effective than traditional instruction in terms of developing self-regulated and self-directed learning skills. Students in the experimental group pointed out that the blended learning environment presented rich content, easy accessibility, effective guidance and motivation.

Keywords: Blended learning, self-regulated learning, self-directed learning, Moodle, undergraduate students.


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