Adaptation of the Massive Open Online Courses (MOOCs) Engagement Scale into Turkish: Validity and Reliability Study

Year 2023, Volume: 25 Issue: 2, 325 - 339, 29.06.2023

Ahmet Ağır

https://doi.org/10.17556/erziefd.1097405

Abstract

The purpose of this study is to adapt and validate the Turkish version of the Massive Open Online Course Engagement Scale (MES) developed by Deng et al. (2020). The scale is divided into four sub-dimensions: behavioral, cognitive, affective, and social engagement. The scale form with language equivalence was applied to 221 students in the Education Faculty who enrolled in MOOCs and completed at least one course for validity and reliability research. The CFA examined the adapted scale's construct validity in the sample. As a result of CFA, 12 items, 4-factors structure of the scale was preserved in Turkish MOOCs. According to the findings, the model had an acceptable fit with the data (χ2 =131.8, df=48, p<.01, CFI=0.95, RMSEA=0.08, TLI=0.93, SRMR=0.08). The first-level CFA revealed the scale's 4-factor structure of behavioral, cognitive, affective, and social engagement. The combined reliability coefficient of the scale varied between .84 and .89 in each sub-dimension. Consequently, it was determined that the measurements were sufficiently reliable. According to the findings, the adapted Turkish version of the original version of the scale is compatible with Turkish culture and can be utilized in academic researches.

Keywords

Massive Open Online Courses, MOOCs, Distance Education, Learner Engagement, Student Engagement

Kitlesel Açık Çevrimiçi Dersler (KAÇD) Bağlılık Ölçeği'nin Türkçeye Uyarlanması, Geçerlik ve Güvenirlik Çalışması

Abstract

Bu çalışmanın amacı, Deng ve diğerleri (2020) tarafından geliştirilen Kitlesel Açık Çevrimiçi Kurs Bağlılığı Ölçeği'nin (MES) Türkçe uyarlamasını ve geçerliliğini araştırmaktır. Ölçek davranışsal, bilişsel, duyuşsal ve sosyal bağlılık olmak üzere dört alt boyuta ayrılmıştır. Dil eşdeğerliği sağlanan ölçek formu, geçerlilik ve güvenilirlik araştırması için MOOC'lara kaydolan ve en az bir kursu tamamlayan Eğitim Fakültesi'ndeki 221 öğrenciye uygulanmıştır. Uyarlanan ölçeğin örneklemdeki yapı geçerliliğini doğrulayıcı faktör analizi (DFA) ile incelemiştir. DFA sonucunda, ölçeğin 12 maddeli, 4 faktörlü yapısının Türk MOOC'larında korunduğu görülmüştür. Bulgulara göre, model veri ile kabul edilebilir bir uyum göstermiştir (χ2 =131,8, df=48, p<,01, CFI=0,95, RMSEA=0,08, TLI=0,93, SRMR=0,08). Birinci düzey DFA bulguları ölçeğin davranışsal, bilişsel, duygusal ve sosyal bağlılıktan oluşan 4 faktörlü yapısının korunduğunu ortaya koymuştur. Ölçeğin birleşik güvenirlik katsayısı her bir alt boyutta ,84 ile ,89 arasında değişmektedir. Sonuç olarak, ölçümlerin yeterince güvenilir olduğu tespit edilmiştir. Elde edilen bulgulara göre, ölçeğin orijinal versiyonunun Türkçeye uyarlanmış hali Türk kültürüyle uyumludur ve akademik çalışmalarda kullanılabilir.

Keywords

Kitlesel Açık Çevrimiçi Dersler, KAÇD, MOOCs, Uzaktan Eğitim, Öğrenen Bağlılığı, Öğrenci Bağlılığı

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