The Relationship between Digital Literacy Skills and Self-Regulated Learning Skills of Open Education Faculty Students

Abstract

Distance learners can be accepted as autonomous, self-regulated learners who can design their own learning processes since they are active users of Information Communication Technologies (ICTs). With this perspective, the first aim of this study was to detect the usage frequency of self-regulated learning skills and digital literacy skills; and to find out if there was a correlation between these skills of Open Education Faculty (OEF) students’ English learning. The succeeding aim of the study was to find out if there was a significant relationship between digital literacy skills and self-regulated learning skills of the OEF students in terms of age, gender, English proficiency levels and duration of ICT use. To reach these aims, the data were gathered from a total of 203 students by using Digital Literacy Scale and Self-Regulated Learning Skills Scale. The results divulged that students’ self-regulated learning perception levels increase in parallel with their digital literacy skill levels. Based on the results, various implications were drawn from the study in order to raise students’ awareness towards Digital Literacy Skills and Self-Regulated Learning Strategies.