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Çevrimiçi Öğrenme Ortamlarında Öğretim Elemanlarının Ödevlere Katılım Ölçeği’nin Uyarlanması: Bir Geçerlik ve Güvenirlik Çalışması

Year 2023, Volume: 12 Issue: 2, 305 - 317, 25.06.2023

Arif Akçay , Burcu Karabulut Coşkun

https://doi.org/10.30703/cije.1173601

Abstract

Bu çalışmanın amacı öğrencilerin çevrimiçi öğrenme ortamlarında gerçekleştirdikleri ödevlere öğretim elemanlarının desteklerini, katılımlarını belirlemek için kullanılan “Çevrimiçi Öğrenme Ortamlarında Öğretim Elemanlarının Ödevlere Katılım Ölçeği” nin Türk kültürüne uyarlanmasıdır. Orjinali Xu (2016) tarafından geliştirilmiş ve çevrimiçi öğrenme ortamlarında öğretim elemanları için doğrulanması Yang ve Xu (2019) tarafından yapılmış ölçek, 4lü likert türünde (1. Kesinlikle Katılmıyorum, 2. Katılmıyorum, 3. Katılıyorum, 4. Kesinlikle Katılıyorum) ve üç faktörlü yapıya sahiptir. Uyarlama sürecine 213 eğitim fakültesi öğrencisi katılım göstermiştir. Ölçeğin dil geçerliği sağlanmış ve uygulama gerçekleştirilmiştir. Uygulama bir öğretim dönemi boyunca verilen “Açık ve Uzaktan Öğrenme” seçmeli dersinde verilen beş ödev üzerinden gerçekleştirilmiştir. Uygulama sonrasında veri toplama süreci gerçekleştirilmiştir. Ölçeğin uyarlama sürecinde üç farklı model sınanmıştır. Doğrulayıcı faktör analizi sonucunda üç faktörlü ilişkili modelin [Model 3] kabul edilebilir bir uyum gösterdiği belirlenmiştir. Yapılan geçerlik analizlerinde yakınsama geçerliğinin sağlanması için ortalama açıklanan varyans (OAV) değerlerinin .502 ile .604 arasında olduğu, ayırt edici geçerliğinin sağlanması için OAV değerinin karekökünün alt boyutlar arasındaki ilişkiden ve .50 değerinden büyük olduğu ve uygunluk geçerliğinin sağlanması için ölçeğin ve alt boyutlarının çevrimiçi ders memnuniyeti ve öğrenci-öğretim elemanı etkileşimi ile orta düzeyde ilişkili olduğu belirlenmiştir. Yapılan güvenirlik analizinde ise ölçeğin tamamı ve alt boyutlarının Cronbach Alpha değerlerinin .778 ile .884 arasında, Omega değerlerinin ise .800 ile .889 arasında değiştiği belirlenmiştir. Çalışma sonucunda ölçeğin Türk kültürüne uyarlandığı, geçerli ve güvenilir bir ölçme aracı olduğu sonucuna ulaşılmıştır.

Keywords

çevrimiçi ödev öğretim elemanı katılımı ödev kalitesi geribildirim kalitesi özerkliğin desteklenmesi

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The Adaptation of the Teacher Homework Involvement Scale in Online Learning Environments: A Study of Validity and Reliability

Year 2023, Volume: 12 Issue: 2, 305 - 317, 25.06.2023

Arif Akçay , Burcu Karabulut Coşkun

https://doi.org/10.30703/cije.1173601

Abstract

The aim of this study is to adapt in Turkish culture to the “Teacher Homework Involvement Scale in Online Learning Environments", which is used to determine the support and involvement of instructors in the homework given in online learning environments. The scale, which was originally developed by Xu (2016) and confirmed for instructors in online learning environments by Yang and Xu (2019), has a 4-point Likert-type (1. Strongly Disagree, 2. Disagree, 3. Agree, 4. Strongly Agree) and has three factors. 213 education faculty students participated in the research. During the validation process of the scale, the language validity was ensured. In the implementation phase, students did five homework in the elective course "Open and Distance Learning" during an academic term. After the implementation phase, we collected data. In the adaptation process of the scale, we examined three different models. As a result of confirmatory factor analysis, the three-factor correlated model [Model 3] showed an acceptable fit. In the validity analyses, the Average Variance Extracted (AVE) values are between .502 and .604 to ensure convergent validity, the square root of the OAV value is greater than the relationship between the sub-dimensions and a value of .50, and the scale and its sub-dimensions are moderately positive correlate with online course satisfaction and student-instructor interaction to ensure criterion validity. In the reliability analysis, the Cronbach Alpha values are between .778 and .884, and the Omega values are between .800 and .889 for the whole scale and its sub-dimensions. As a result of the study, the scale was adapted and it is valid and reliable in Turkish.

Keywords

online homework instructor involvement homework quality feedback quality autonomy support

References

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  • Barbera E., Clara M., & Linder-Vanberschot J. A. (2013). Factors influencing student satisfaction and perceived learning in online courses. E-Learning and Digital Media, 10(3), 226-235. doi:10.2304/elea.2013.10.3.226
  • Bayındır, N. (2021). Online eğitimde öğretimin niteliğinin arttırılmasına ilişkin öğretmen değerlendirmeleri [Evaluations of Teachers in Terms of Increasing The Quality of Teaching in Online Education]. Bilge International Journal of Social Research, 5(1), 14-20. doi:10.47257/busad.867979
  • Bayrak, F., Tibi, M. H., & Altun, A. (2020). Development of online course satisfaction scale. Turkish Online Journal of Distance Education, 21(4), 110–123. doi:10.17718/tojde.803378
  • Bembenutty, H., & White, M. C. (2013). Academic performance and satisfaction with homework completion among college students. Learning and Individual Differences, 24, 83-88. doi:10.1016/j.lindif.2012.10.013
  • Benli, E., & Sarıkaya, M. (2013). Fen ve teknoloji dersinde verilen ödevlere yönelik ilköğretim II. kademe öğrencilerinin sınıf düzeyleri ve cinsiyete göre görüşlerinin değerlendirilmesi [The evaluation of the secondary school students’ perceptions about the assignments in science and technology course]. Kastamonu Education Journal, 21(2), 489-502. https://search.trdizin.gov.tr/yayin/detay/147829/fen-ve-teknoloji-dersinde-verilen-odevlere-yonelik-ilkogretim-ii-kademe-ogrencilerinin-sinif-duzeyleri-ve-cinsiyete-gore-goruslerinin-degerlendirilmesi adresinden erişilmiştir.
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  • Castle, K. (2004). The meaning of autonomy in early childhood teacher education. Journal of Early Childhood Teacher Education, 25(1), 3-10. doi: 10.1080/1090102040250103
  • Churches, R. (2010). Effective classroom communication pocketbook. Alresford: Management Pocketbooks.
  • Cooper, H. (1989). Homework. White Plains, NY: Longman.
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  • Coşkun, B. K., & Çetin, E. (2022). Ön lisans ve lisans öğrencilerinin e-öğrenmeye yönelik motivasyonlarının uzaktan eğitim beklentileri açısından incelenmesi [An investigation of associate and undergraduate students' motivation for e-learning in terms of distance education expectations]. Pamukkale University Journal of Education, 55, 376-397. doi:10.9779.pauefd.1024570
  • Coulter, G. A. (1997). An examination of the effectiveness of in-class instructive feedback and after-class instructive feedback for teachers learning specific teaching behaviors. Doctoral Dissertation. University of Oregon, Ann Arbor, US. https://www.proquest.com/dissertations-theses/examination-effectiveness-class-instructive/docview/304392315/se-2?accountid=107421 adresinden erişilmiştir.
  • Dillard-Eggers, J., Wooten, T., Childs, B., & Coker, J. (2008). Evidence on the effectiveness of on-line homework. College Teaching Methods & Styles Journal, 4(5), 9-16. doi: 10.19030/ctms.v4i5.5548
  • Elmehdi, H. M., Ibrahim, A. M., & Haba, U. A. (2013). An evaluation of web-based homework (WBH) delivery systems: University of Sharjah experience. International Journal of Emerging Technologies in Learning (iJET), 8(4), 57–62. doi:10.3991/ijet.v8i4.2966
  • Ersoy, A., & Anagün, Ş. S. (2009). Sınıf öğretmenlerinin fen ve teknoloji dersi ödev sürecine ilişkin görüşleri [Elementary teachers’ views about homework process in science and technology course]. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 3(1), 58-79. https://dergipark.org.tr/tr/pub/balikesirnef/issue/3368/46494 adresinden erişilmiştir.
  • Fleiss, J. L. (1971). Measuring nominal scale agreement among many raters. Psychological Bulletin, 76(5), 378–382. doi:10.1037/h0031619
  • Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. doi:10.2307/3151312
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Details

Primary Language Turkish
Journal Section Research Article
Authors

Arif Akçay 0000-0001-9103-9469

Burcu Karabulut Coşkun 0000-0001-5287-2239

Publication Date June 25, 2023
Published in Issue Year 2023Volume: 12 Issue: 2

Cite

APA Akçay, A., & Karabulut Coşkun, B. (2023). Çevrimiçi Öğrenme Ortamlarında Öğretim Elemanlarının Ödevlere Katılım Ölçeği’nin Uyarlanması: Bir Geçerlik ve Güvenirlik Çalışması. Cumhuriyet Uluslararası Eğitim Dergisi, 12(2), 305-317. https://doi.org/10.30703/cije.1173601
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