Araştırma Makalesi
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Çevrimiçi Öğrenme Ortamında Müzik Öğretmeni Adaylarının Öz Düzenleme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi

Yıl 2023, Sayı: 41, 14 - 22, 31.03.2023

Raziye Nil Aksoy Pınar Mıhcı Türker

Öz

Bu çalışmada öğretmen adaylarının öz düzenleme becerilerini geliştirmeye yönelik bir uygulama
süreci yürütülmüş ve bu bağlamda öğretmen adaylarının çevrimiçi öğrenme ortamında
öz düzenleme becerileri, flüt çalabilme becerileri ve sürece yönelik görüşleri incelenmiştir. Bu
amaç doğrultusunda karma araştırma yöntemi içerisinde yer alan zenginleştirilmiş desen tercih
edilmiştir. Çalışma 2020–2021 öğretim yılı güz döneminde Bireysel Çalgı Eğitimi (Flüt) dersinde
gerçekleştirilmiştir. Çalışma grubu İç Anadolu’da bir üniversitede öğrenim gören 9 öğretmen
adayından oluşmaktadır. Çalışmada öğretmen adaylarının; öz düzenleme beceri düzeylerini
belirlemek amacıyla Yavuzalp ve Özdemir (2020) tarafından Türkçe’ye uyarlanan Öz-Düzenlemeli
Çevrimiçi Öğrenme Ölçeği kullanılmıştır. Ayrıca öğretmen adaylarının sürece yönelik gelişimlerinin
izlenebilmesi amacıyla değerlendirme ölçütleri belirlenmiş ve görüşlerinin belirlenmesi amacıyla
araştırmacılar tarafından geliştirilen anketten yararlanılmıştır. Elde edilen bulgular doğrultusunda
uygulamanın öğretmen adaylarının öz düzenleme becerilerine herhangi bir etkisinin olmadığını
göstermiştir. Ancak öğretmen adaylarının flüt çalma becerilerinde teknik ve müzikal açıdan
anlamlı farklılıklar olduğu tespit edilmiştir. Bununla birlikte tüm öğretmen adayları süreçten
memnun kaldığını ve pek çok kazanım elde ettiğini belirtmiştir.

Anahtar Kelimeler

Flüt eğitimi çalgı eğitimi öz düzenleme becerisi çevrimiçi öğrenme ortamı

Kaynakça

  • Bartolome, S. J. (2009). Naturally emerging self-regulated practice behaviors among highly successful beginning recorder students. Research Studies in Music Education, 31(1), 37–51. [CrossRef] Boon, E. T. (2020). Self-regulated learning skills of prospective music teachers in turkey. International Journal of Music Education, 38(3), 415–430. [CrossRef]
  • Broadbent, J. (2017). Comparing online and blended Learner’s self-regulated learning strategies and academic performance. Internet and Higher Education, 33, 24–32. [CrossRef]
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2006). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Chang, M.-M. (2005). Applying self-regulated learning strategies in a webbased instruction an investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217 –230. [CrossRef]
  • Concina, E. (2019). The role of metacognitive skills in music Learning and performing: Theoretical features and educational implications. Frontiers in Psychology, 10, 1583. [CrossRef]
  • Dent, L. A. (2013). The relation between self-regulation and academic achievement: A meta-analysis exploring variation in the way constructs are labeled, defined, and measured [Doctoral Thesis]. The University of Duke.
  • Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet & U. Müller (Eds.). Selfregulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). Cambridge University Press.
  • Feely, P. K. (2017). The effects of video recording on the level of expertise and self-regulated learning ability of adults in a beginner classical guitar class [Master Thesis]. The University of Western Ontario. Retrieved from https ://ir .lib. uwo.c a/etd /4733 .
  • Gosling, J. (1995). Introductory statistics. Pascal Press. Retrieved from https ://cl oudfl are-i pfs.c om/ip fs/ba fykbz acecc mvr47 4r5h3 tyk6h m6tat mf6ng an62v x22jm b3ysl m4kgv nkqbg ?file name= Ameri can%2 0Psyc holog ical% 20Ass ociat ion%2 0-%20 APA%2 0Publ icati on%20 Manua l_%20 7th%2 0Edit ion%2 0%28P ages% 20151 -703% 29.%2 0II-A meric an%20 Psych ologi cal%2 0Asso ciati on%20 %2820 19%29 .pdf.
  • Gosper, M., & Ifenthaler, D. (2014). Curriculum Models for the 21st Century: Using Learning Technologies in Higher Education. Springer. Retrieved from https ://li nk.sp ringe r.com /cont ent/p df/10 .1007 /978- 1-461 4-736 6-4.p df.
  • Hallam, S. (1997). What do we know about practicing? Towards a model synthesising the research literature. Does Practice Make Perfect? Current Theory and Research on Instrumental Music Practice, 1, 179–231.
  • Hallam, S., Rinta, T., Varvarigou, M., Creech, A., Papageorgi, I., Gomes, T., & Lanipekun, J. (2012). The development of practising strategies in young people. Psychology of Music, 40(5), 652–680. [CrossRef]
  • Jain, A. (2011). Mobile tactile stimulation for passive haptic learning of simple melodies. In Partial fulfillment of the requirements for the Degree B.S. Computer Science with Research Option. College of Computing Georgia Institute of Technology.
  • Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29(1), 6–27. [CrossRef]
  • Jansen, R., Leeuwen, A. van, Janssen, J., & Kester, L. (2020). A mixed method approach to studying self-regulated Learning in MOOCs. Frontline Learning Research, 8(2), 35–64. [CrossRef]
  • Kauffman, D. F. (2004). Self-regulated Learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30(1–2), 139–161. [CrossRef]
  • Ko, S., & Rossen, S. (2017). Teaching online: A practical guide. Routledge. [CrossRef]
  • Lehmann, A. C., & Ericsson, K. A. (1997). Research on expert performance and deliberate practice: Implications for the education of amateur musicians and music students. Psychomusicology, 16(1–2), 40–58. [CrossRef]
  • Leon-Guerrero, A. (2008). Self-regulation strategies used by student musicians during music practice. Music Education Research, 10(1), 91–106. [CrossRef]
  • McPherson, E. G., & McCormik, J. (1999). Motivational and self-regulated learning components of musical practice. Bulletin of the Council for Research in Music Education. S98–102. Retrieved from http: //www .jsto r.org /stab le/40 31899 2.
  • McPherson, E. G., & Zimmerman, B. J. (2011). Self-regulation of musical Learning. Menc handbook of research on music learning, 2: Applications. Oxford University Press. Retrieved from https ://bo oks.g oogle .com. tr/bo oks?i d=Upk koX-O D4AC& print sec=f rontc over& hl=tr &sour ce=gb s_ge_ summa ry_r& cad=0 #v=onepage&q&f=false. McPherson, G. E., Osborne, M. S., Evans, P., & Miksza, P. (2019). Applying self-regulated learning microanalysis to study musicians’ practice. Psychology of Music, 47(1), 18–32. [CrossRef]
  • McPherson, G. E., & Renwick, J. M. (2001). A longitudinal study of selfregulation in children’s musical practice. Music Education Research, 3(2), 169–186. [CrossRef]
  • Meneses, J. (2014). Haptic keyboard aid. A major qualifying project report. In partial fulfillment of the requirements for the Degree of Bachelor of Science. The Faculty of the Worcester Polytechnic Institute.
  • Mieder, K. N. (2018). The effects of a self-regulated learning music practice strategy curriculum on music performance, self- regulation, selfefficacy, and cognition [Doctoral Thesis]. College of The Arts. University of South Florida. Retrieved from https ://di gital commo ns.us f.edu /etd/ 7339/ .
  • Miksza, P. (2015). The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players. Psychology of Music, 43(2), 219–243. [CrossRef]
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Sage Publications, Inc. Özmenteş, S. (2008). Self-regulated learning strategies in instrument education. Inönü University Journal of the Faculty of Education, S9(16), 157–175. Retrieved from https ://de rgipa rk.or g.tr/ tr/do wnloa d/ art icle- file/ 92317 .
  • Panadero, E. (2017). A review of self-regulated Learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. [CrossRef]
  • Pintrich, P. R. (2000). The role of orientation in self-regulated Learning. In M., Boekaerts, P. R.& Pintrich (Eds.). Handbook of self-regulation (pp. 13–39). Academic Press.
  • Pintrich, P. R., Wolters, G. A., & Baxter, C. P. (2000). Assessing metacognition and self-regulated Learning (G. Schraw & J. C. Impara, Eds.). Buros Institute of Mental Measurements. Retrieved from https ://di gital commo ns.un l.edu /buro smeta cogni tion/ 3/.
  • Ploger, B. J., & Yasukawa, K. (2003). Exploring animal behavior in laboratory and field: An hypothesis-testing approach to the development, causation, function, and evolution of animal behavior. Elsevier.
  • Russell, B., & Purcell, J. (2009). Online research essentials: Designing and implementing research studies (Vol. 19). John Wiley & Sons.
  • Schunk, D. H. (1996). Self-evaluation and self-regulated Learning. Retrieved from https ://fi les.e ric.e d.gov /full text/ ED403 233.p df. Turhal, E. (2017). The Effect of Video-Recorded Self-Regulated Learn ing on Performance in Guitar Education [Doctoral Thesis]. Abant İzzet Baysal Üniversitesi.
  • Tuzcu, Ö. (2016). The relationship between self-regulated Learning, learning style and academic achievement in piano education [Doctoral Thesis]. Marmara Üniversitesi.
  • Valle, A., Núñez, J. C., Cabanach, R. G., González-Pienda, J. A., Rodríguez, S., Rosário, P., Cerezo, R., & Muñoz-Cadavid, M. A. (2008). Self-regulated profiles and academic achievement. Psicothema, 20(4), 724–731.
  • van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers and Education, 158, 104000. [CrossRef]
  • Weidenbach, V. G. (1996). The influence of self-regulation on instrumental practice [Doctoral Thesis]. The University of Adelaide.
  • Williamon, A., & Valentine, E. (2000). Quantity and quality of music practice as predictors of performance quality. British Journal of Psychology, 91, 353–376. [CrossRef]
  • Xiao, S., Yao, K., & Wang, T. (2019). The relationships of self-regulated Learning and academic achievement in university students. SHS Web of Conferences (p. S60). [CrossRef]
  • Yavuzalp, N., & Özdemir, Y. (2020). Öz-Düzenlemeli Çevrimiçi Öğrenme Ölçeğini Türkçe’ye Uyarlama çalışması. Yükseköğretim Dergisi, 10(3), 269–278. [CrossRef]
  • Yen, M. -H., Chen, S., Wang, C. -Y., Chen, H. -L., Hsu, Y. -S., & Liu, T. -C. (2018). A framework for self-regulated digital Learning (SRDL). Journal of Computer Assisted Learning, 34(5), 580–589. [CrossRef]
  • Yıldırım, A., & Şimşek, H. (2006). Nitel araştırma yöntemleri. Seçkin Yayınevi.
  • Zimmerman, B. J. (1990). Self-regulated Learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. [CrossRef]
  • Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. [CrossRef]
  • Zimmerman, B. J., & Martinez- Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628. [CrossRef]
  • Zimmerman, B. J., & Schunk, D. H. (Eds.) (2011). Handbook of self-regulation of Learning and performance. Educational Psychology Handbook Series. Routledge. Retrieved from https ://ww w.rou tledg e.com / Hand book- of-Se lf-Re gulat ion-o f-Lea rning -and- Perfo rmanc e/Sch unk-G reene /p/bo ok/97 81138 90319 7.

Investigation of Music Teacher Candidates’ Self-Regulation Skills in the Online Learning Environment

Yıl 2023, Sayı: 41, 14 - 22, 31.03.2023

Raziye Nil Aksoy Pınar Mıhcı Türker

Öz

In this study, an application process was carried out to improve teacher candidates’ self-regulation
skills. In this context, their self-regulation skills in the online learning environment, their ability to
play the flute, and their views on the process were examined. For this purpose, the enriched design,
one of the mixed research designs, was employed. The study was carried out during the flute course
during the Fall Semester of the 2020–2021 academic year. The study group consisted of nine
teacher candidates studying at a university in Central Anatolia, Turkey. In the study, Self-Regulated
Online Learning Questionnaire, adapted into Turkish by Yavuzalp and Özdemir (2020), was used to
determine teacher candidates’ level of self-regulation skills. In addition, evaluation criteria regarding
the process were determined in order to monitor the progress of teacher candidates, and a
survey created by the researchers was used to determine their views. The study findings revealed
that the application had no effect on teacher candidates’ self-regulation skills. However, there were
technical and musical significant differences in their flute-playing skills. All the teacher candidates
were satisfied with the process and stated that they gained many learning goals.

Anahtar Kelimeler

Flute teaching instrumental teaching online learning environment self-regulation skills

Kaynakça

  • Bartolome, S. J. (2009). Naturally emerging self-regulated practice behaviors among highly successful beginning recorder students. Research Studies in Music Education, 31(1), 37–51. [CrossRef] Boon, E. T. (2020). Self-regulated learning skills of prospective music teachers in turkey. International Journal of Music Education, 38(3), 415–430. [CrossRef]
  • Broadbent, J. (2017). Comparing online and blended Learner’s self-regulated learning strategies and academic performance. Internet and Higher Education, 33, 24–32. [CrossRef]
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2006). Bilimsel araştırma yöntemleri. Pegem Akademi.
  • Chang, M.-M. (2005). Applying self-regulated learning strategies in a webbased instruction an investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217 –230. [CrossRef]
  • Concina, E. (2019). The role of metacognitive skills in music Learning and performing: Theoretical features and educational implications. Frontiers in Psychology, 10, 1583. [CrossRef]
  • Dent, L. A. (2013). The relation between self-regulation and academic achievement: A meta-analysis exploring variation in the way constructs are labeled, defined, and measured [Doctoral Thesis]. The University of Duke.
  • Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In B. W. Sokol, F. M. E. Grouzet & U. Müller (Eds.). Selfregulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). Cambridge University Press.
  • Feely, P. K. (2017). The effects of video recording on the level of expertise and self-regulated learning ability of adults in a beginner classical guitar class [Master Thesis]. The University of Western Ontario. Retrieved from https ://ir .lib. uwo.c a/etd /4733 .
  • Gosling, J. (1995). Introductory statistics. Pascal Press. Retrieved from https ://cl oudfl are-i pfs.c om/ip fs/ba fykbz acecc mvr47 4r5h3 tyk6h m6tat mf6ng an62v x22jm b3ysl m4kgv nkqbg ?file name= Ameri can%2 0Psyc holog ical% 20Ass ociat ion%2 0-%20 APA%2 0Publ icati on%20 Manua l_%20 7th%2 0Edit ion%2 0%28P ages% 20151 -703% 29.%2 0II-A meric an%20 Psych ologi cal%2 0Asso ciati on%20 %2820 19%29 .pdf.
  • Gosper, M., & Ifenthaler, D. (2014). Curriculum Models for the 21st Century: Using Learning Technologies in Higher Education. Springer. Retrieved from https ://li nk.sp ringe r.com /cont ent/p df/10 .1007 /978- 1-461 4-736 6-4.p df.
  • Hallam, S. (1997). What do we know about practicing? Towards a model synthesising the research literature. Does Practice Make Perfect? Current Theory and Research on Instrumental Music Practice, 1, 179–231.
  • Hallam, S., Rinta, T., Varvarigou, M., Creech, A., Papageorgi, I., Gomes, T., & Lanipekun, J. (2012). The development of practising strategies in young people. Psychology of Music, 40(5), 652–680. [CrossRef]
  • Jain, A. (2011). Mobile tactile stimulation for passive haptic learning of simple melodies. In Partial fulfillment of the requirements for the Degree B.S. Computer Science with Research Option. College of Computing Georgia Institute of Technology.
  • Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education, 29(1), 6–27. [CrossRef]
  • Jansen, R., Leeuwen, A. van, Janssen, J., & Kester, L. (2020). A mixed method approach to studying self-regulated Learning in MOOCs. Frontline Learning Research, 8(2), 35–64. [CrossRef]
  • Kauffman, D. F. (2004). Self-regulated Learning in web-based environments: Instructional tools designed to facilitate cognitive strategy use, metacognitive processing, and motivational beliefs. Journal of Educational Computing Research, 30(1–2), 139–161. [CrossRef]
  • Ko, S., & Rossen, S. (2017). Teaching online: A practical guide. Routledge. [CrossRef]
  • Lehmann, A. C., & Ericsson, K. A. (1997). Research on expert performance and deliberate practice: Implications for the education of amateur musicians and music students. Psychomusicology, 16(1–2), 40–58. [CrossRef]
  • Leon-Guerrero, A. (2008). Self-regulation strategies used by student musicians during music practice. Music Education Research, 10(1), 91–106. [CrossRef]
  • McPherson, E. G., & McCormik, J. (1999). Motivational and self-regulated learning components of musical practice. Bulletin of the Council for Research in Music Education. S98–102. Retrieved from http: //www .jsto r.org /stab le/40 31899 2.
  • McPherson, E. G., & Zimmerman, B. J. (2011). Self-regulation of musical Learning. Menc handbook of research on music learning, 2: Applications. Oxford University Press. Retrieved from https ://bo oks.g oogle .com. tr/bo oks?i d=Upk koX-O D4AC& print sec=f rontc over& hl=tr &sour ce=gb s_ge_ summa ry_r& cad=0 #v=onepage&q&f=false. McPherson, G. E., Osborne, M. S., Evans, P., & Miksza, P. (2019). Applying self-regulated learning microanalysis to study musicians’ practice. Psychology of Music, 47(1), 18–32. [CrossRef]
  • McPherson, G. E., & Renwick, J. M. (2001). A longitudinal study of selfregulation in children’s musical practice. Music Education Research, 3(2), 169–186. [CrossRef]
  • Meneses, J. (2014). Haptic keyboard aid. A major qualifying project report. In partial fulfillment of the requirements for the Degree of Bachelor of Science. The Faculty of the Worcester Polytechnic Institute.
  • Mieder, K. N. (2018). The effects of a self-regulated learning music practice strategy curriculum on music performance, self- regulation, selfefficacy, and cognition [Doctoral Thesis]. College of The Arts. University of South Florida. Retrieved from https ://di gital commo ns.us f.edu /etd/ 7339/ .
  • Miksza, P. (2015). The effect of self-regulation instruction on the performance achievement, musical self-efficacy, and practicing of advanced wind players. Psychology of Music, 43(2), 219–243. [CrossRef]
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed). Sage Publications, Inc. Özmenteş, S. (2008). Self-regulated learning strategies in instrument education. Inönü University Journal of the Faculty of Education, S9(16), 157–175. Retrieved from https ://de rgipa rk.or g.tr/ tr/do wnloa d/ art icle- file/ 92317 .
  • Panadero, E. (2017). A review of self-regulated Learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. [CrossRef]
  • Pintrich, P. R. (2000). The role of orientation in self-regulated Learning. In M., Boekaerts, P. R.& Pintrich (Eds.). Handbook of self-regulation (pp. 13–39). Academic Press.
  • Pintrich, P. R., Wolters, G. A., & Baxter, C. P. (2000). Assessing metacognition and self-regulated Learning (G. Schraw & J. C. Impara, Eds.). Buros Institute of Mental Measurements. Retrieved from https ://di gital commo ns.un l.edu /buro smeta cogni tion/ 3/.
  • Ploger, B. J., & Yasukawa, K. (2003). Exploring animal behavior in laboratory and field: An hypothesis-testing approach to the development, causation, function, and evolution of animal behavior. Elsevier.
  • Russell, B., & Purcell, J. (2009). Online research essentials: Designing and implementing research studies (Vol. 19). John Wiley & Sons.
  • Schunk, D. H. (1996). Self-evaluation and self-regulated Learning. Retrieved from https ://fi les.e ric.e d.gov /full text/ ED403 233.p df. Turhal, E. (2017). The Effect of Video-Recorded Self-Regulated Learn ing on Performance in Guitar Education [Doctoral Thesis]. Abant İzzet Baysal Üniversitesi.
  • Tuzcu, Ö. (2016). The relationship between self-regulated Learning, learning style and academic achievement in piano education [Doctoral Thesis]. Marmara Üniversitesi.
  • Valle, A., Núñez, J. C., Cabanach, R. G., González-Pienda, J. A., Rodríguez, S., Rosário, P., Cerezo, R., & Muñoz-Cadavid, M. A. (2008). Self-regulated profiles and academic achievement. Psicothema, 20(4), 724–731.
  • van Alten, D. C. D., Phielix, C., Janssen, J., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers and Education, 158, 104000. [CrossRef]
  • Weidenbach, V. G. (1996). The influence of self-regulation on instrumental practice [Doctoral Thesis]. The University of Adelaide.
  • Williamon, A., & Valentine, E. (2000). Quantity and quality of music practice as predictors of performance quality. British Journal of Psychology, 91, 353–376. [CrossRef]
  • Xiao, S., Yao, K., & Wang, T. (2019). The relationships of self-regulated Learning and academic achievement in university students. SHS Web of Conferences (p. S60). [CrossRef]
  • Yavuzalp, N., & Özdemir, Y. (2020). Öz-Düzenlemeli Çevrimiçi Öğrenme Ölçeğini Türkçe’ye Uyarlama çalışması. Yükseköğretim Dergisi, 10(3), 269–278. [CrossRef]
  • Yen, M. -H., Chen, S., Wang, C. -Y., Chen, H. -L., Hsu, Y. -S., & Liu, T. -C. (2018). A framework for self-regulated digital Learning (SRDL). Journal of Computer Assisted Learning, 34(5), 580–589. [CrossRef]
  • Yıldırım, A., & Şimşek, H. (2006). Nitel araştırma yöntemleri. Seçkin Yayınevi.
  • Zimmerman, B. J. (1990). Self-regulated Learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17. [CrossRef]
  • Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48(3), 135–147. [CrossRef]
  • Zimmerman, B. J., & Martinez- Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23(4), 614–628. [CrossRef]
  • Zimmerman, B. J., & Schunk, D. H. (Eds.) (2011). Handbook of self-regulation of Learning and performance. Educational Psychology Handbook Series. Routledge. Retrieved from https ://ww w.rou tledg e.com / Hand book- of-Se lf-Re gulat ion-o f-Lea rning -and- Perfo rmanc e/Sch unk-G reene /p/bo ok/97 81138 90319 7.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makaleleri
Yazarlar

Raziye Nil Aksoy

Pınar Mıhcı Türker Bu kişi benim

Yayımlanma Tarihi 31 Mart 2023
Gönderilme Tarihi 17 Ocak 2022
Yayımlandığı Sayı Yıl 2023 Sayı: 41

Kaynak Göster

APA Aksoy, R. N., & Mıhcı Türker, P. (2023). Çevrimiçi Öğrenme Ortamında Müzik Öğretmeni Adaylarının Öz Düzenleme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi. Sanat Ve Yorum(41), 14-22.
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