Abstract:

This study was conducted to examine what students do in the planning, monitoring and evaluation stages of metacognitive regulation strategies while creating their own videos in ITP (Internet-Based Programming) course and the effect of video creation on their motivation. A case study was preferred as the method. Data were obtained from 12 students through interviews. According to the findings, learners who created videos realized that they learned the content better and used appropriate teaching methods and techniques in the planning, monitoring and evaluation stages of metacognition. It was seen that learning by creating videos was suitable for learners and could support individual and complete learning. In addition, in terms of motivation, the findings show that the sense of individual commitment, being under surveillance, and fulfilling responsibilities and duties can be a source of motivation.

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