Abstract:

The purpose of this study is to determine how metacognitive guidance given to preservice teachers of information and communication technologies having different locus of control tendencies affects their self regulation skills in online self regulated learning environment. The study was carried out in 2x3 factorial design. The research group consists of 72 at the Department of Computer and Instructional Technologies Education at Ankara University and Gazi University and who attended the lesson of Teaching Practice. The data of the study were obtained as a result of a six-week ongoing experimental procedure applied to the preservice teachers who were appointed to different groups in accord with their locus of control tendencies and took metacognitive guidance. Whether there is a relation between online self regulated learning and perceived socialization in online environment or not was also investigated in the study. The findings of the study showed no significant difference among online self regulated learning pretest scores with regard to the metacognitive guidance. However, a significant difference was identified among the Online Self Regulated Learning Scale posttest scores at the end of the application. In addition to these finding, when the scores of locus of control and metacognitive guidance were controlled, no significant difference was found between the posttest scores of online self regulated learning and perceived socialization in online learning environment. Within this context, a research on the social extent of online self regulated learning could be useful.

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