Supporting students as self-regulated learners with use of infographics: “How can i learn better?” Öğrencilerin özdüzenleyici öğrenen olmalarının infografik aracılığıyla desteklenmesi: “Nasıl daha iyi öğrenebilirim?”

Haşlaman T.

Elementary Education Online, vol.17, no.1, pp.277-292, 2018 (Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 17 Issue: 1
  • Publication Date: 2018
  • Doi Number: 10.17051/ilkonline.2018.413771
  • Journal Name: Elementary Education Online
  • Journal Indexes: Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.277-292
  • Keywords: Infographics, Pre-service teachers, Self-regulated learning, Self-regulatory skills, Technology integration, Web based technologies
  • TED University Affiliated: Yes


© 2018, Ankara University. All rights reserved.In the educational processes, it is aimed to enhanced learning and make it permanent with the use of appropriate technological processes and resources. Accordingly, it is aimed to strengthen learning and support self-regulatory processes with the use of methods and technologies that visualize the knowledge in learning environments. In this mixed method research, preservice teachers designed infographics, which reflected how they could learn better. The study included 21 freshman preservice teachers during in the Fall semester of 2016-2017. Firstly, the study was conducted qualitatively by using thematic analysis and the potential of infographics reflecting the learning methods of preservice teachers to include self-regulatory processes. They were evaluated by two experts under the guidance of an indicator list developed on the basis of Zimmerman’s (2000) self-regulation model. Secondly, views of preservice teachers on the process of designing infographics were obtained qualitatively, via open-ended questions. Data analysis of the experts’ opinions showed that infographics reflecting the learning methods of participants include self-regulatory processes. In addition, according to the results of thematic analysis of views of preservice teachers; it was seen that self-regulatory skills of participants are supported in the process of preparing infographics. Finally, in the study it was observed that there was a significant relationship (r =. 60) between self-regulatory processes that were supported throughout the semester and self-regulatory skills that were evaluated in the infographics activity.