Üniversite Öğrencilerine Yönelik Asenkron (Eş Zamansız) Öğrenme Ortamlarında Öğrenmeye Hazır Olma Ölçeğinin Geliştirilmesi

Year 2025, Volume: 12 Issue: 2, 101 - 114, 31.07.2025

Hakan Özcan , Arif Altun

Abstract

Bu çalışmada, öz belirleme ve hetagoji kuramlarıyla temellendirilen “Üniversite Öğrencilerinin Asenkron (Eş Zamansız) Öğrenme Ortamlarında Öğrenmeye Hazır Olma Ölçeği” geliştirilmiş, ayrıca ölçek puanları çeşitli demografik özellikler açısından incelenmiştir. Hacettepe Üniversitesine yeni kayıt olan, farklı bölümlerden 371 öğrenciden toplanan verilerle ölçeğin geçerlik ve güvenirlik çalışması gerçekleştirilmiştir. Analiz sonucunda beş maddeden oluşan “öz kontrol”, dört maddeden oluşan “güven hissi” üç maddeden oluşan “farkındalık” ve iki maddeden oluşan “ öz yansıtma” olarak isimlendirilen dört faktörlü beşli likert tipinde “Üniversite Öğrencilerinin Asenkron (Eş Zamansız) Öğrenme Ortamlarında Öğrenmeye Hazır Olma Ölçeği” elde edilmiştir. Ölçeğin, tabakalı alfa güvenirlik katsayısı 0,86 olarak hesaplanmıştır. Açımlayıcı faktör analizi sonunda beş maddelik birinci faktörün toplam varyansın %16,50’sini, dört maddelik ikinci faktör ile birlikte toplam varyansın %31,36’sını, üç maddelik üçünçü faktör ile %46.01’ini ve son olarak iki maddelik dördüncü faktör eklendiğinde dört faktörün toplam varyansın %55,95’ini açıkladığı bulunmuştur. Faktörlerin demografik verilere göre sınanmasında yalnızca dersi daha önce alıp almama durumunun ölçeğin farkındalık faktöründe istatistiksel olarak anlamlı farklılık oluşturduğu tespit edilmiştir. Ayrıca cinsiyetin ve asenkron ders tecrübesinin faktörler üzerinde anlamlı bir etkisinin olmadığı bulunmuştur.

Keywords

Hazır bulunuşluk, öz belirleme kuramı, hetagoji, asenkron öğrenme, e-öğrenme

Developing A Scale Of Readiness In Asynchronous Learning Environments For University Students

Abstract

In this study, "University Students' Readiness Scale For Learning In Asynchronous Learning Environments" was developed based on self-determination and heutagogy theories. The validity and reliability study of the scale was conducted with the data collected from 371 newly enrolled students from different departments at Hacettepe University. As a result of the analysis, a four-factor "University Students' Readiness To Learn In Asynchronous Learning Environments" scale is proposed. The scale consists of five factors which are named as "self control", "sense of confidence", "awareness", and "reflection". Stratified Alpha reliability coefficient obtained from the scale was calculated as 0.86. The results of the exploratory factor analysis showed that the first factor consisting of five items explained 16,50% of the total variance, the second factor consisting of four items explained 31,36% of the total variance together with the first factor, the third factor consisting of three items explained 46,01% of the total variance together. And finally, with the addition of the fourth factor consisting of two items, the total four factors explained 55.95% of the variance. In the test of the factors according to demographic data, it was found that only whether or not to have taken the course before created a statistically significant difference in the awareness factor of the scale. It was also found that gender and asynchronous course experience did not have a significant effect on the factors.

Keywords

Readiness, self determination theory, heutagogy, asynchronous learning, e-learning.

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