The relationship between undergraduate students' digital literacy and self-regulation in online interaction

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dc.authoridKayaduman, Halil/0000-0001-5316-1893
dc.authoridBattal, Ali/0000-0001-8659-2294
dc.authoridPolat, Hamza/0000-0002-9646-7507
dc.authorwosidKayaduman, Halil/AAB-4046-2020
dc.authorwosidBattal, Ali/KDN-2878-2024
dc.authorwosidPolat, Hamza/HWQ-4414-2023
dc.contributor.authorKayaduman, Halil
dc.contributor.authorBattal, Ali
dc.contributor.authorPolat, Hamza
dc.date.accessioned2024-08-04T20:52:15Z
dc.date.available2024-08-04T20:52:15Z
dc.date.issued2023
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe present study explored the relationship between undergraduate students' digital literacy and self-regulation in online interaction (student-content, student-teacher, student-student). Investigating this relationship can facilitate identifying areas for improvement of support programmes and provide insights for effective online teaching and learning practices. The researchers collected data from 195 undergraduate students during the Covid-19 pandemic. Canonical correlation results indicated a significant and positive correlation (Rc = .41), meaning that having a positive attitude and high technical knowledge and skills regarding digital technologies can help students manage online teacher, peer, and content interactions. Moreover, the study identified that the digital literacy scale's technical variable contributes to the correlation more than the attitude variable. This result implies that developing technical knowledge and skills might be more critical to promoting self-regulation in online interaction. Based on these results, the implications for online education and recommendations for supporting self-regulation in student interactions are discussed.en_US
dc.identifier.doi10.1080/14703297.2022.2113113
dc.identifier.endpage905en_US
dc.identifier.issn1470-3297
dc.identifier.issn1470-3300
dc.identifier.issue6en_US
dc.identifier.scopus2-s2.0-85136142604en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage894en_US
dc.identifier.urihttps://doi.org/10.1080/14703297.2022.2113113
dc.identifier.urihttps://hdl.handle.net/11616/100848
dc.identifier.volume60en_US
dc.identifier.wosWOS:000842119700001en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInnovations in Education and Teaching Internationalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectDigital literacyen_US
dc.subjectinteraction regulationen_US
dc.subjectonline learningen_US
dc.subjectstudent interactionen_US
dc.subjectself-regulationen_US
dc.subjectself-regulation in online interactionen_US
dc.titleThe relationship between undergraduate students' digital literacy and self-regulation in online interactionen_US
dc.typeArticleen_US

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