This study examined the development of students’ language skills in a flipped English foreign language course designed with self-regulated learning strategies. The study was conducted with a quasi-experimental design. While the experimental group received the course through flipped classroom model designed with self-regulated learning strategies, control group did not use self-regulated learning strategies in the flipped classroom model. The results indicated that self-regulated learning strategies positively affected the development of foreign language skills in the flipped classroom model. A significant difference in favor of the group working with the platform including self-regulated learning strategies outperformed in speaking, reading, writing, and grammar test scores. However, no significant difference in the listening test results was found.
This study examined the relationships among learning styles, study habits, and learning performances in an online programming language course. Sixty-two sophomore students who enrolled in an online introductory programming course participated in the study. Kolb's Learning Style Inventory (LSI) was used to measure the students' learning styles. Another inventory developed by the researcher was used to determine learners' study habits. An achievement test was used to put forward their learning performances.As a result, significant relationships between learning styles, study habits, and learning performances were revealed. The results present some ideas about distance learners' learning styles and study habits for instructors who wish to incorporate synchronous courses and support learners.
The primary goal of the study is to investigate the effect of the usage of humor on behavioral, emotional, and cognitive engagement in online learning. Humorous elements were integrated into the online learning components. The mixed-method study was conducted over 14 weeks with the participation of 74 university students in an online university course. As a result, elements of humor can be integrated into materials for attention grabbing, recalling, feedback, and humor breaks. A diversity of humorous elements created a significant difference and improved behavioral engagement for course materials, discussions, and assignments. However, humorous elements did not contribute to the behavioral engagement for quizzes. It was additionally observed for emotional engagement that the use of humor created a significant difference and improved emotional engagement. As for cognitive engagement, a positive influence of the usage of humorous elements in course materials, discussions and assignments was observed.
In the constructivist approach, various self-assessment techniques are being developed to enable students to assess themselves in the learning process. The purpose of the study is to investigate relation between students' preferences in assessment process and students' performances. The study was conducted with 67 sophomore students enrolled in Department of Computer Education and Instructional Technologies at a State University. The study was carried out in "Measurement and Evaluation in Education" course. At the beginning, Moodle LMS was used to define the preferences of students about their own assessment criteria (discussion, quiz, assignment and viewing of course content). Throughout the process, students were received the course instructional package in the classroom. Then they were asked to fill the assessment activities on the LMS. Students' actual performances in online activities in terms of their preference about assessment criteria was calculated as students course achievement scores. The mean value of the scores and the standard deviation were guided us to divide the participants into three groups (unsuccessful, moderately successful, successful) considering their means and standard deviations. Then, the preferences of students and their academic achievements were associated in each group. As a result, various criteria were come to front in both successful and unsuccessful groups. Surprisingly, none of the students preferred viewing course content and participating in discussions as the highest assessment criterion. Besides, it was found that all the students in successful group preferred viewing course content as lowest assessment criterion. The results indicated that, there were no prominent criteria in the relations between the preferences of students about assessment process and the academic performances. However, most of the students in unsuccessful group performed better in assignment although they did not preferred the assignment as the highest assessment criterion. At the end of the study, we noticed that while considering the criterion in the assessment process, taking students' perspectives and preferences into consideration motivated students positively and had somehow related to their academic achievements. Thus, it is hoped that the study can provides an insight to future studies to enrich assessment activities with giving responsibilities to students in learning, especially in assessment process.
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