Yıllardır sürekli gelişen uzaktan eğitim, COVID-19 salgını sırasında eğitim için tek seçenek haline gelmiştir. Türkiye’de yükseköğretimde pandemi döneminde üç yarıyıl uzaktan eğitim uygulamaları yürütülmüş ve Şubat 2023'te Türkiye'yi vuran yıkıcı depremlerin ardından uzaktan eğitim bir kez daha yükseköğretim için tek eğitim aracı olmuştur. Öğrencilerin uzaktan eğitime yönelik tutumlarının değerlendirilmesi, uzaktan eğitimde karşılaştıkları sorunları tanımlamak ve öğrenme çıktılarını geliştirmek açısından önem kazanmıştır. Bu nedenle bu çalışmada Yükseköğretim Öğrencileri İçin Uzaktan Eğitim Tutum Ölçeğni geliştirmek amaçlanmıştır. Veriler, Türkiye’de devlet üniversitelerinden 875 lisans öğrencisinden toplanmıştır. Açıklayıcı Faktör Analizi (nEFA= 583), toplam varyansın %57'sini açıklayan 16 maddeden oluşan iki faktörlü bir yapı ortaya koymuştur. Ölçek ve iki faktörü için Cronbach Alpha iç tutarlılık katsayısı (.917, .914, .807) ve McDonalds Omega katsayısı (.920, .925, .811) yeterli bulunmuştur. Doğrulayıcı Faktör Analizi (nCFA= 292) model-veri uyumunu desteklemiş ve ulaşılan yapıyı doğrulamıştır. “Yükseköğretim Öğrencileri İçin Uzaktan Eğitim Tutum Ölçeğine ilişkin geçerlik güvenirlik kanıtları yeterli bulunmuştur. Ölçeğin, yükseköğretim uzaktan eğitim uygulamalarının kalitesine ve verimliliğine katkı sağlayacağı düşünülmektedir.
Açık Öğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53. Retrieved from https://dergipark.org.tr/tr/pub/auad/issue/55662/761354 Access Date: 02.06.2021
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 2–8. https://doi.org/10.33902/JPSP. 2020261309
Ağır, F., Gür, H., & Okçu, A. (2007). Uzaktan eğitime karşı tutum ölçeği geliştirmesine yönelik geçerlik ve güvenirlik çalışması [Development of the attitude scale toward distance learning: Reliability and validity]. E-Journal of New World Sciences Academy, 3(2), 69–73. Retrieved from https://dergipark.org.tr/tr/download/article-file/185997
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Angelova, M. (2020). Students’ attitudes to the online university course of management in the context of COVID-19. International Journal of Technology in Education and Science (IJTES), 4(4), 283-292. https://doi.org/10.46328/ijtes.v4i4.111
Arrindell, W. A., & Van Der Ende, J. (1985). An empirical test of the utility of the observations-to-variables ratio in factor and components analysis. Applied Psychological Measurement, 9(2), 165–178. https://doi.org/10.1177/014662168500900205
Arslan, R., Bircan, H., & Eleroğlu, H. (2019). Uzaktan eğitime yönelik tutum ölçeğinin geliştirilmesi: Cumhuriyet Üniversitesi Örneği [Development of attitude toward distance education scale: Cumhuriyet University example]. S.C.Ü.İktisadi ve İdari Bilimler Dergisi, 20(2), 1–19. Retrieved from http://esjournal.cumhuriyet.edu.tr/tr/download/article-file/867032
Bakhmat, L., Babakina, O., & Belmaz, Y. (2021). Assessing online education during the COVID-19 pandemic: A survey of lecturers in Ukraine. Journal of Physics: Conference Series, 1840(1). https://doi.org/10.1088/1742-6596/1840/1/012050
Basaran, B., & Yalman, M. (2020). Examining university students’ attitudes towards using web-conferencing systems in distance learning courses: A study on scale development and application. Knowledge Management & E-Learning, 12(2), 209–230. https://doi.org/10.34105/j.kmel.2020.12.011
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Bergdahl, N., & Nouri, J. (2021). Covid-19 and crisis-prompted distance education in Sweden. Technology, Knowledge, and Learning, 26(3), 443–459. https://doi.org/10.1007/s10758-020-09470-6
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005
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Çelik, B., & Uzunboylu, H. (2022). Developing an attitude scale towards distance learning. Behaviour and Information Technology, 41(4), 731–739. https://doi.org/10.1080/0144929X.2020.1832576
Çokluk, O., Şekercioglu, G., & Büyüköztürk, S. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve L1SREL uygulamalar 1. Pegem.
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Demirel, S. (2022). Developing students’ attitude scale for the online education. International Journal of Modern Education Studies, 6(2), 448–469. https://doi.org/10.51383/ijonmes.2022.239
Deniz, S., & Bağçeci, B. (2021). Development of distance education attitude scale for teachers: A study of validity and reliability. Open Journal for Educational Research, 5(2), 207–222. https://doi.org/10.32591/coas.ojer.0502.07207d
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Doyumğaç, İ., Tanhan, A., & Kiymaz, M. S. (2020). Understanding the most important facilitators and barriers for online education during covid-19 through online photovoice methodology. International Journal of Higher Education, 10(1), 166. https://doi.org/10.5430/ijhe.v10n1p166
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://doi.org/10.1007/s12528-018-9179-z
Ekici, G. (2003). Uzaktan eğitim ortamlarının seçiminde öğrencilerin öğrenme sitillerinin önemi [The importance of students' learning styles in the selection of distance education environments]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, (24), 48-55. Retrieved from http://www.efdergi.hacettepe.edu.tr/shw_artcl-859.html Access Date: 10.07.2021
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Development of Distance Education Attitude Scale for Higher Education Students
Year 2024,
Volume: 44 Issue: 2, 1323 - 1348, 30.08.2024
Distance education has been constantly developed for decades and became the only choice for education during the COVID-19 pandemic. In the Turkish higher education, distance education practices were carried out for three semesters during the pandemic. Once again, distance education became the only means of education for higher education after the devastating earthquakes that hit Türkiye in February 2023. Assessing the students’ attitudes towards distance education gained importance in order to enhance the learning outcomes of distance education and to define the problems the students had faced. Thus, the researchers aimed to develop a Distance Education Attitude Scale for Higher Education Students in this study. The data were collected from 875 undergraduate students from Turkish state universities. Explanatory Factor Analysis (nEFA= 583) unfolded a two-factor structure with 16 items – explaining 57% of the total variance. For the scale and its two factors, the Cronbach Alpha internal consistency coefficient (.917, .914, .807) and McDonalds Omega coefficient (.920, .925, .811) were found satisfactory. Confirmatory Factor Analysis (nCFA= 292) supported the model-data fit and confirmed the reached structure. The "Distance Education Attitude Scale for Higher Education Students" is found to be valid and reliable. The scale is believed to contribute to the quality and efficiency of tertiary distance education practices.
Açık Öğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53. Retrieved from https://dergipark.org.tr/tr/pub/auad/issue/55662/761354 Access Date: 02.06.2021
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 2–8. https://doi.org/10.33902/JPSP. 2020261309
Ağır, F., Gür, H., & Okçu, A. (2007). Uzaktan eğitime karşı tutum ölçeği geliştirmesine yönelik geçerlik ve güvenirlik çalışması [Development of the attitude scale toward distance learning: Reliability and validity]. E-Journal of New World Sciences Academy, 3(2), 69–73. Retrieved from https://dergipark.org.tr/tr/download/article-file/185997
Alkan, C. (1998). Eğitim teknolojisi ve uzaktan eğitimin kavramsal boyutları [The conceptual dimensions of educational technology and distance education]. Ankara Üniversitesi Eğitim Fakültesi Yayınları. Retrieved from https://dergipark.org.tr/tr/pub/dpusbe/issue/4781/65913 Access Date: 20.04.2021
Anderson, J. C., & Gerbing, D. W. (1984). The effect of sampling error on converge, improper solutions, and goodness-of-fit indices for maximum likelihood confirmatory factor analysis. Psychometrika, 2(2), 155–173. Retrieved from https://link.springer.com/article/10.1007/BF02294170 Access Date: 25.04.2021
Angelova, M. (2020). Students’ attitudes to the online university course of management in the context of COVID-19. International Journal of Technology in Education and Science (IJTES), 4(4), 283-292. https://doi.org/10.46328/ijtes.v4i4.111
Arrindell, W. A., & Van Der Ende, J. (1985). An empirical test of the utility of the observations-to-variables ratio in factor and components analysis. Applied Psychological Measurement, 9(2), 165–178. https://doi.org/10.1177/014662168500900205
Arslan, R., Bircan, H., & Eleroğlu, H. (2019). Uzaktan eğitime yönelik tutum ölçeğinin geliştirilmesi: Cumhuriyet Üniversitesi Örneği [Development of attitude toward distance education scale: Cumhuriyet University example]. S.C.Ü.İktisadi ve İdari Bilimler Dergisi, 20(2), 1–19. Retrieved from http://esjournal.cumhuriyet.edu.tr/tr/download/article-file/867032
Bakhmat, L., Babakina, O., & Belmaz, Y. (2021). Assessing online education during the COVID-19 pandemic: A survey of lecturers in Ukraine. Journal of Physics: Conference Series, 1840(1). https://doi.org/10.1088/1742-6596/1840/1/012050
Basaran, B., & Yalman, M. (2020). Examining university students’ attitudes towards using web-conferencing systems in distance learning courses: A study on scale development and application. Knowledge Management & E-Learning, 12(2), 209–230. https://doi.org/10.34105/j.kmel.2020.12.011
Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238
Bergdahl, N., & Nouri, J. (2021). Covid-19 and crisis-prompted distance education in Sweden. Technology, Knowledge, and Learning, 26(3), 443–459. https://doi.org/10.1007/s10758-020-09470-6
Browne, M. W., & Cudeck, R. (1992). Alternative ways of assessing model fit. Sociological Methods & Research, 21(2), 230–258. https://doi.org/10.1177/0049124192021002005
Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences] (18th ed.). Pegem.
Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları [Coronavirus (Covid-19) pandemic and its pedagogical reflections: Open and distance education practices in Turkey].
Çelik, B., & Uzunboylu, H. (2022). Developing an attitude scale towards distance learning. Behaviour and Information Technology, 41(4), 731–739. https://doi.org/10.1080/0144929X.2020.1832576
Çokluk, O., Şekercioglu, G., & Büyüköztürk, S. (2010). Sosyal bilimler için çok değişkenli istatistik SPSS ve L1SREL uygulamalar 1. Pegem.
Creswell, W. J., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). California, Sage.
Demir, E. (2014). Uzaktan eğitime genel bir bakış [An overview of distance education]. Dumlupinar University Journal of Social Science, (39), 203-202. Retrieved from https://dergipark.org.tr/tr/pub/dpusbe/issue/4781/65913 Access Date: 05.06.2021.
Demirel, S. (2022). Developing students’ attitude scale for the online education. International Journal of Modern Education Studies, 6(2), 448–469. https://doi.org/10.51383/ijonmes.2022.239
Deniz, S., & Bağçeci, B. (2021). Development of distance education attitude scale for teachers: A study of validity and reliability. Open Journal for Educational Research, 5(2), 207–222. https://doi.org/10.32591/coas.ojer.0502.07207d
DeVellis, R. F. (2017). Scale Development Theory and Applications (4th ed.; L. Bickman & D. J. Rog, eds.). Sage.
Doyumğaç, İ., Tanhan, A., & Kiymaz, M. S. (2020). Understanding the most important facilitators and barriers for online education during covid-19 through online photovoice methodology. International Journal of Higher Education, 10(1), 166. https://doi.org/10.5430/ijhe.v10n1p166
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Erdamar, G., Garip, G., Kerkez, B., Abbak, Y. (2024). Development of Distance Education Attitude Scale for Higher Education Students. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 44(2), 1323-1348. https://doi.org/10.17152/gefad.1423680
AMA
Erdamar G, Garip G, Kerkez B, Abbak Y. Development of Distance Education Attitude Scale for Higher Education Students. GUJGEF. August 2024;44(2):1323-1348. doi:10.17152/gefad.1423680
Chicago
Erdamar, Gürcü, Gökçe Garip, Bilgen Kerkez, and Yeliz Abbak. “Development of Distance Education Attitude Scale for Higher Education Students”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 44, no. 2 (August 2024): 1323-48. https://doi.org/10.17152/gefad.1423680.
EndNote
Erdamar G, Garip G, Kerkez B, Abbak Y (August 1, 2024) Development of Distance Education Attitude Scale for Higher Education Students. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 44 2 1323–1348.
IEEE
G. Erdamar, G. Garip, B. Kerkez, and Y. Abbak, “Development of Distance Education Attitude Scale for Higher Education Students”, GUJGEF, vol. 44, no. 2, pp. 1323–1348, 2024, doi: 10.17152/gefad.1423680.
ISNAD
Erdamar, Gürcü et al. “Development of Distance Education Attitude Scale for Higher Education Students”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 44/2 (August 2024), 1323-1348. https://doi.org/10.17152/gefad.1423680.
JAMA
Erdamar G, Garip G, Kerkez B, Abbak Y. Development of Distance Education Attitude Scale for Higher Education Students. GUJGEF. 2024;44:1323–1348.
MLA
Erdamar, Gürcü et al. “Development of Distance Education Attitude Scale for Higher Education Students”. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, vol. 44, no. 2, 2024, pp. 1323-48, doi:10.17152/gefad.1423680.
Vancouver
Erdamar G, Garip G, Kerkez B, Abbak Y. Development of Distance Education Attitude Scale for Higher Education Students. GUJGEF. 2024;44(2):1323-48.