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

Yıl 2023, Cilt: 12 Sayı: 2, 305 - 317, 25.06.2023

Arif Akçay , Burcu Karabulut Coşkun

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

Öz

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.

Anahtar Kelimeler

çevrimiçi ödev öğretim elemanı katılımı ödev kalitesi geribildirim kalitesi özerkliğin desteklenmesi

Kaynakça

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  • 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.
  • Biesinger, K., & Crippen, K. (2010). The effects of feedback protocol on self-regulated learning in a web-based worked example learning environment. Computers & Education, 55(4), 1470-1482. doi: 10.1016/j.compedu.2010.06.013
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  • 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
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The Adaptation of the Teacher Homework Involvement Scale in Online Learning Environments: A Study of Validity and Reliability

Yıl 2023, Cilt: 12 Sayı: 2, 305 - 317, 25.06.2023

Arif Akçay , Burcu Karabulut Coşkun

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

Öz

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.

Anahtar Kelimeler

online homework instructor involvement homework quality feedback quality autonomy support

Kaynakça

  • Andersen, S., Chen, S., & Carter, C. (2000). Fundamental human needs: Making social cognition relevant. Psychological Inquiry, 11(4), 269-318. https://www.jstor.org/stable/1449619 adresinden erişilmiştir.
  • 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.
  • Biesinger, K., & Crippen, K. (2010). The effects of feedback protocol on self-regulated learning in a web-based worked example learning environment. Computers & Education, 55(4), 1470-1482. doi: 10.1016/j.compedu.2010.06.013
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research (2nd ed.). New York: Guilford Press.
  • 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.
  • Corno, L. (2000). Looking at homework differently. The Elementary School Journal, 100(5), 529-548. https://www.jstor.org/stable/1002283 adresinden erişilmiştir.
  • 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
  • Fratto, V., Sava, M. G., & Krivacek, G. J. (2016). The impact of an online homework management system on student performance and course satisfaction in introductory financial accounting. International Journal of Information and Communication Technology Education, 12(3), 76-87. doi:10.4018/IJICTE.2016070107
  • Gagne, M., & Deci, E. L. (2005). Self-determination theory and work motivation. Journal of Organizational Behavior, 26, 331-362. doi: 10.1002/job.322
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  • Geitz, G., Brinke, D. J., & Kirschner, P. A. (2016). Changing learning behavior: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research, 75, 146–158. doi:10.1016/j.ijer.2015.11.001
  • George, D., & Mallery, P. (2010). SPSS for Windows step by step: A simple study guise and reference (17.0 Update). Boston, MA: Allyn and Bacon.
  • Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). Effective instructor feedback: Perceptions of online graduate students. The Journal of Educators Online, 6(2), 1-22. https://eric.ed.gov/?id=EJ904070 adresinden erişilmiştir.
  • Gündüz, Ş. (2005). Geleneksel-çevrimiçi ve bireysel-işbirliğine dayalı ödev uygulamalarının lisans öğrencilerinin akademik başarılarına ve ödeve ilişkin tutumlarına etkisi [The effects of traditional-online and individual-cooperative homework on undergraduate students’ academic achievement and attitude toward homework]. Doctoral Dissertation. Anadolu University, Eskişehir, Turkey. https://www.proquest.com/dissertations-theses/geleneksel-çevrimiçi-ve-bireysel-işbirliğine/docview/2634892640/se-2?accountid=107421 adresinden erişilmiştir.
  • Hatziapostolou, T., & Paraskakis, I. (2010). Enhancing the impact of formative feedback on student learning through an online feedback system. Electronic Journal of E-learning, 8(2), 111-122. https://eric.ed.gov/?id=EJ895699 adresinden erişilmiştir.
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  • Ilgar, Ş. (2005). Ev ödevlerinin öğrenci eğitimi açısından önemi. HAYEF Journal of Education, 2(1), 119-134. https://hayefjournal.org/tr/ev-odevlerinin-ogrenci-egitimi-acisindan-onemi-13633 adresinden erişilmiştir.
  • Ismail, M., Mokhtar, W. Z. A., Nasir, N. N. M., Rashid, N. R. L., & Ariffin, A. K. (2014). The development of a web-based homework system (WBH) via TCExam. Mediterranean Journal of Social Sciences, 5(15), 249-255. doi:10.5901/mjss.2014.v5n15p249
  • Kangalgil, M. (2013). The evaluation of feedback usage in physical education and sports lessons in terms of teacher's dimension. Education and Science, 38(170), 384-400. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2440 adresinden erişilmiştir.
  • Kaplan-Can, G., & Gelbal, S. (2022). Ortaokul öğrencilerine verilen matematik ev ödevleri hakkında öğrenci, öğretmen ve veli görüşleri [Opinions of students, teachers and parents about mathematics homework assigned to middle school students]. Journal of Kirsehir Education Faculty, 23(1), 863-922. doi:10.29299/kefad.894138
  • Lee, E., Pate, J. A., & Cozart, D. (2015). Autonomy support for online students. TechTrends, 59(4), 54-61. doi:10.1007/s11528-015-0871-9
  • Lunsford, M. L., & Pendergrass, M. (2016). Making online homework work. Primus, 26(6), 531-544. doi:10.1080/10511970.2015.1110219
  • Metwally, A. H. S., Yousef, A. M. F., & Wang, Y. (2019). Investigating the effects of gamifying homework on students' perceived satisfaction, behavioral intention and intrinsic motivation. GamiFIN Conference 2019, Levi, Finland, April 8-10, 47-57. http://ceur-ws.org/Vol-2359/paper5.pdf adresinden erişilmiştir.
  • Murphy, R., Roschelle, J., Feng, M., & Mason, C. A. (2020). Investigating efficacy, moderators and mediators for an online mathematics homework intervention. Journal of Research on Educational Effectiveness, 13(2), 235-270. doi:10.1080/19345747.2019.1710885
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. New York: McGraw- Hill.
  • Özcan, Z. Ç., & Erktin, E. (2014). Matematik ödev alışkanlığı ölçeği: Geçerlik ve güvenirlik çalışması [Mathematics homework behavior scale: Reliability and validity study]. Bogazici University Journal of Education, 31(2), 27-47. https://dergipark.org.tr/en/pub/buje/issue/14781/328391 adresinden erişilmiştir.
  • Özer, B., & Öcal, S. (2012). İlköğretim 4. ve 5. sınıf öğrencilerinin ev ödevlerine yönelik tutumlarının değerlendirilmesi [Evaluation of 4th and 5th grade students’ attitudes towards homework]. Dicle University Journal of Ziya Gokalp Education Faculty, 18, 1-16. https://dergipark.org.tr/tr/pub/zgefd/issue/47947/606625 adresinden erişilmiştir.
  • Paul, R. C., Swart, W., Zhang, A. M., & MacLeod, K. R. (2015). Revisiting Zhang’s scale of transactional distance: refinement and validation using structural equation modeling. Distance Education, 36(3), 364–382. doi:10.1080/01587919.2015.1081741
  • Qing, Z. (2020). The relationships of self-efficacy, learning behavior, and academic performance of junior middle school students in online learning. 2020 Ninth International Conference of Educational Innovation through Technology, Porto, Portugal, December 13-17, 7-12, doi: 10.1109/EITT50754.2020.00008
  • Reeve, J. (2006). Teachers as facilitators: What autonomy‐supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225-236. doi:10.1086/501484
  • Rodriguez, R., & Smith, M. (2016). Using an online homework management system in tax accounting: does it advance learning?. International Journal of Learning Technology, 11(1), 44-65. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3151973 adresinden erişilmiştir.
  • Sarıgöz, O. (2011). Ortaöğretim öğrencilerinin kimya derslerinde verilen ev ödevleri hakkındaki düşüncelerinin değerlendirilmesi [Assessment of the thoughts of secondary education students about homeworks given in chemistry lesson]. Electronic Journal of Vocational Colleges, 1(1), 80-87. https://dergipark.org.tr/tr/pub/ejovoc/issue/5395/73179 adresinden erişilmiştir.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74. https://psycnet.apa.org/record/2003-08119-003 adresinden erişilmiştir.
  • Stone, A. (2014). Online assessment: what influences students to engage with feedback?. The Clinical Teacher, 11(4), 284-289. doi: 10.1111/tct.12158
  • Sun, M., Tang, X. (2021). Design and management of students’ homework of advanced mathematics based on online teaching. İçinde: Huang, C., Chan, YW., Yen, N. (eds) 2020 International Conference on Data Processing Techniques and Applications for Cyber-Physical Systems. Advances in Intelligent Systems and Computing, 1379. Springer: Singapore. doi:10.1007/978-981-16-1726-3_17
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  • Xu, J., Du, J., Cunha, J., & Rosário, P. (2021). Student perceptions of homework quality, autonomy support, effort, and math achievement: Testing models of reciprocal effects. Teaching and Teacher Education, 108, 103508. doi: 10.1016/j.tate.2021.103508
  • Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs. Alexandria, VA.: Association for Supervision and Curriculum Development.
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  • Yurdugül, H., & Alsancak Sarikaya, D. (2013). The scale of online learning readiness: A study of validity and reliability. Education and Science, 38(169), 391–406. http://egitimvebilim.ted.org.tr/index.php/EB/article/view/2420 adresinden erişilmiştir.
  • Zhang, A. (2003). Transactional distance in Web-based college learning environments: Toward measurement and theory construction. Doctoral Dissertation. Virginia Commonwealth University, Richmond VA, US. https://www.proquest.com/docview/305222372 adresinden erişilmiştir.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Araştırma Makalesi
Yazarlar

Arif Akçay 0000-0001-9103-9469

Burcu Karabulut Coşkun 0000-0001-5287-2239

Yayımlanma Tarihi 25 Haziran 2023
Yayımlandığı Sayı Yıl 2023Cilt: 12 Sayı: 2

Kaynak Göster

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
 Kapak Resmi İndir

e-ISSN: 2147-1606

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