Self-learning in the digital age: Insights from high SES primary school students in Türkiye and Azerbaijan
Yükleniyor...
Dosyalar
Tarih
2024
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
This study examines the self-learning sources and practices of 10–11-year-old primary school students from high socioeconomic backgrounds inTürkiye and Azerbaijan. Through semi-structured interviews withstudents and parents (n = 26), the research explores self-learningdiversification and strategies in the digital age. Findings reveal that self-learning experiences do not differ significantly between the twocountries. Both digital and physical resources are integral to students’learning efforts. While there is a shift from print materials towards theinternet, family and peers maintain their traditional significance,providing crucial support for students’ self-learning processes. Emotionsplay a key role in navigating the self-learning journey, where challengessuch as managing the abundance of online information and avoidinginappropriate content persist. Family dynamics exhibit a spectrum ofsupport, including both direct interaction and digital engagement. Theresearch highlights the crucial roles of self-regulation, digital resources,and familial and peer support in fostering learning achievement amongthese students.
Açıklama
Anahtar Kelimeler
Self-Learning, The Twenty-First Century, Technology, Peer Learning, Self-Regulated Learning
Kaynak
Education 3-13
WoS Q Değeri
Q3
Scopus Q Değeri
Q2
Cilt
Sayı
Künye
Göçen, A. ve Akan Baghirli, S. N. (2024). Self-learning in the digital age: Insights from high SES primary school students in Türkiye and Azerbaijan. Education 3-13, 1-17. https://www.doi.org/10.1080/03004279.2024.2385426
