SELF-REGULATED LEARNING IN EDUCATION

MTE743

Course Code: MTE743
Semester: -
Theory+Practice: 3 + 0
ECTS: 10

Course Type

Elective Course

Course Level

Doctorate Of Science

Year of Study

Semester

ECTS

Name of Lecturer(s)

Learning Outcomes

At the end of this course, the students;

Read and discuss articles about theoretical framework of self-regulated learning,
Being aware ıf the importance of self-regulated learning in education,
Read and interpret articles related to self-regulated learning strategies and classroom applications,
Suggest how to improve teachers' and students' self-regulated learning strategies,
Read national and internatiol research studies about self-regulated learning and prepare a review of related literature.

Mode of Delivery

Face to face

Prerequisites

Recommended Optional Programme Components

None

Course Description

Investigating self-regulated learning theories and approaches; examining classroom applications of self-regulated learning; investigation of the related literature; planning and conducting a research based on self-regulated learning.

Course Contents

WEEK	TOPICS
1^st Week	Social Cognitive Theory (Bandura)
2^nd Week	Definiton of Self-regulated Learning (SRL) and SRL Theories (Zimmerman's SRL Theory)
3^rd Week	Pintrich's SRL Theory
4^th Week	Winne's and Boekarts'sSRL Theory
5^th Week	The Importance and Role of SRL in Education
6^th Week	SRL Strategies
7^th Week	Improving SRL Strategies and Classroom Applications
8^th Week	The Effect of SRL to Academic Achievement
9^th Week	SRL Strategies of Teachers and Teacher Candidates
10^th Week	SRL Strategies of Students
11^th Week	Investigating National Studies about SRL
12^th Week	Investigating International Studies about SRL
13^th Week	Literature Review Studies
14^th Week	Literature Review Studies
15^th Week	Evaluation of Literature Review Studies

Recommended or Required Reading

Schunk, D.H., & Zimmerman, B.J. (1998). Self-regulated learning from teaching to self-reflective practice. New York: The Guilford Press
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-72.
Zimmerman, B. & Schunk, D. (2001). Reflections on theories of self-regulated learning and academic achievement. In B. Zimmerman & D. Schunk (Eds.), Self-regulated learning and academicachievement: Theoretical perspectives, (2nd ed.), (pp. 289-307). Mahwah, NJ: Erlbaum.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
Schunk, D.H. (1998). Teaching elementary students to self-regulate practice of mathematical skills with modeling. In D.H. Schunk & B.J.Zimmerman (Eds.). Self-regulated learning from teaching to self-reflective practice. New York: The Guilford Press.

Planned Learning Activities and Teaching Methods

Discussion
Questions/Answers
Lecture

Assessment Methods and Criteria

	Quantity	Percentage (%)
Mid-term	1	20
Assignment	1	20
Total(%)		40
Contribution of In-term Studies to Overall Grade(%)		40
Contribution of Final Examination to Overall Grade(%)		60
Total(%)		100

ECTS Allocated Based on Student Workload

Activities	Quantity	Duration (Hour)	Total Workload (Hour)
Midterm exam
Preparation for Quiz
Individual or group work	14	10	140
Preparation for Final exam
Course hours	14	3	42
Preparation for Midterm exam
Laboratory (including preparation)
Final exam
Homework	2	20	40
Project	1	60	60
Weekly Articles and Resource Research	10	2	20
Total Work Load			302
Total Work Load / 30 (h)			10.06
ECTS Credit of the Course			10

Language of Instruction

Turkish

Work Placement(s)

Programme Qualifications / Learning Outcomes

	LO1	LO2	LO3	LO4	LO5
K1
K2	X	X	X
K3
K4
K5
K6
K7					X
K8
K9			X	X
K10
K11
K12					X