Investigation of web pedagogical content knowledge, curriculum orientations and self regulation skills of computer education and instructional technology (CEIT) students

In this study, it was aimed to investigate web pedagogical content knowledge, curriculum orientations and self regulated learning skills of Computer Education and Instructional Technology (CEIT) students, relationships between these variables and determination of significant predictiors of self regulated learning skills. Sample of the study consisted of 458 CEIT students registered to Adnan Menderes University, Pamukkale University, Süleyman Demirel University, Mehmet Akif Ersoy University and Çanakkale Onsekiz Mart University among ADIM Universities in Turkey. As data collection tool "Web Pedagogical Content Knowledge Scale" which was developed by Lee and Tsai (2010) and adapted to Turkish by Horzum (2011), "Curriculum Orientations Inventory" which was developed by Cheung and Wong (2002) and adapted to Turkish by Eren (2010) and "Self Regulated Learning Scale" which was developed by Turan (2009) were used in the study. Frequency, percentage, arithmetic means, Kruskal-Wallis H test, Mann-Whitney U test, Spearman Rank Correlation and Path Analysis were used in analysis of the data. Findings of the study showed that there were significant differences among CEIT Students' web pedagogical content knowledge, curriculum orientations and self regulated learning skills according to gender, university, class and graduated high school variables. Low, medium and high level significant correlations were found among sub-factors. Also path analysis results showed that academic and technologic orientations of CEIT students were significant predictors of attitude toward web-based instruction, curriculum orientations and attitudes toward web-based instruction were significant predictors of self regulated learning skills. Keywords: CEIT Students, Web Pedagogic Content Knowledge, Curriculum Orientations, Self Regulated Learning Skills, Path Analysis