The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment

Self-regulation is defined by Pintrich (2000:453) as “an active and constructive process in which students set goals in the light of their past experiences and contextual features of the environment they are in and according to these objectives monitor, regulate and control their cognition, motivation and behaviour”. Studies conducted to support selfregulated learning usually argue that these skills can be developed when students are made to participate in interactive discussions to reflect upon their own learning processes and expand multiple visions (Butler, 1995). One of the most essential processes for life long learning is through the metacognitive thinking skills. At this point, the notion of metacognition comes into prominence. Metacognitive support is a support system that aims to increase students’ learning skills through systematic teaching (Bannert, Hildebrand and Mengelkamp, 2009). In this sense, the aim of the study in general is to determine how the state of preservice teachers’ getting metacognitive support in online self-regulated learning environment affects their selfregulation skills. In the study, it was also investigated whether there was a linear relationship between posttest scores of online self-regulated learning skills and socialization that is perceived in online learning environment.