Websites for self-regulated learning

V magistrskem delu je raziskano samoregulativno učenje s spletnimi stranmi pri pouku računalništva v osnovni šoli na predmetni stopnji. V teoretičnem delu je opredeljen pojem samoregulativnega učenja in predstavljene so njegove bistvene točke. Opredeljena je struktura samoregulacije ter podrobneje so opisane posamezne faze. V nadaljevanju so klasificirane strategije samoregulativnega učenja ter opisani modeli takega učenja. V sklepu teoretičnega dela so omenjena vprašanja, ki se pojavljajo pri samoregulativnem učenju, in predstavljena je pomembnost povratne informacije pri preverjanju znanja ter spletne strani, ki so učencem pri samoregulaciji lahko v pomoč. V empiričnem delu so raziskane najpogostejše strategije pri samoregulativnem učenju s spletnimi stranmi, razlike pri samoreguliranju učenja glede na spol in učni uspeh ter prednosti in slabosti samoregulativnega učenja s spletnimi stranmi. Zanimiva je tudi uporabnost samoregulacije učenja s spletnimi stranmi pri računalništvu v primerjavi z drugimi predmeti in podano je mnenje učencev o samoregulaciji takega učenja. Vzorec so sestavljali učenci in učenke predmetne stopnje pri pouku računalništva. V raziskavi je bil uporabljen vprašalnik, ki so ga učenci izpolnili po izvedeni učni uri, pri čemer so si pomagali s spletno stranjo za samoregulativno učenje. Opravljen je bil tudi intervju z učiteljico. Rezultati so pokazali, da so najpogosteje uporabljene kognitivne strategije. Mnenja učencev o samoregulativnem učenju s spletnimi stranmi so bila pozitivna, iz rezultatov je bilo razvidno tudi, da ni razlik med spoloma pri samoreguliranju učenja s spletnimi stranmi pri pouku računalništva. Pri učenju s spletno stranjo je večina učenk uporabila metakognitivne strategije, učenci pa kognitivne strategije. Slabost samoregulativnega učenja s spletnimi stranmi je težje preverjanje znanja, prednost pa takojšnja povratna informacija. V primerjavi z drugimi šolskimi predmeti je vključitev samoregulativnega učenja s spletnimi stranmi v pouk računalništva lažja.In my master thesis I investigate self-regulating learning via website in primary school in computer science lessons. The theoretical part of the master thesis defines the concept of self-regulated learning and introduces the essential points of self-regulated learning. I defined the structure of self-regulation and described further details of the self-regulation phases. I classified self-regulated learning strategies and described models of self-regulated learning. At the end of the theoretical part I presented the dilemmas that can arise in self-regulated learning, the importance of feedback in knowledge assessment and websites that can support students in self-regulated learning. In the empirical part, I examined the most common strategy in self-regulated learning with a website, gender differences in self-regulated learning and the relationship between students’ grades and self-regulated learning, advantages and disadvantages of self-regulated learning through a website. I was also curious about the usefulness of self-regulated learning with a website compared to other subjects and about the students\u27 opinion on self-regulated learning with a website. The sample consisted of students and a teacher from Matija Čop primary School in Kranj. During the research I used a questionnaire, which was then filled in by the students at the end of a lesson in which they used website for a self-regulated learning. I also interviewed a teacher. The results showed that the most commonly used strategies were motivation strategies, and there was also a slight difference in the ease or difficulty of self-regulating learning with the site in terms of academic performance. Students\u27 opinions on self-regulated learning via the site were positive and the results showed that students found it easier to regulate learning with the site themselves than students. When learning with the website, most female students used metacognitive strategies and most students used cognitive strategies. One of the disadvantages of self-regulated learning via a website is the difficulty of the knowledge test, and the advantage is immediate feedback. Compared to other subjects, the integration of self-regulated learning with a website into computer science lessons is easier