Teachers’ perceived skills, challenges and attitudes towards distance education: A validity and reliability study

Year 2022, , 451 - 469, 26.06.2022

Derya Çobanoğlu Aktan , Begüm Öztemür

https://doi.org/10.21449/ijate.959440

Abstract

This study aimed to develop a reliable and valid measurement tool to examine teachers' attitudes towards distance education and perceived distance education skills. The data of the study were collected from 2290 K-12 teachers. In the data analysis, reliability was calculated with stratified Cronbach's alpha coefficient, and for construct validity, EFA and CFA were performed. Bartlett and KMO tests were used for the suitability of the data for factor analysis. It was observed that the calculated correlations among the item and the total score for the 25-item trial form were above 0.20. As a result of the EFA, 7 items that loaded more than one factor, or with a factor loading less than 0.45 were excluded from the scale. Promax rotation revealed three factors with an eigenvalue greater than 1.00. The total explained variance of the final form of the scale (18 items) was found as 53.594%. The fit indices calculated in the confirmatory factor analysis (RMSEA = 0.053; CFI = 0.932; TLI = 0.918, SRMR = 0.055) confirmed the three-factor model. The results obtained showed that the model fits the data. The stratified alpha reliability for the whole scale was calculated as .848. The results of the study show that the scale can measure teachers’ perceived skills, challenges they face, and their attitudes towards distance education reliably and validly.

Keywords

Distance education, Attitudes towards distance education, Challenges in distance education, Perceived distance education skills, Covid-19 pandemic

References

• Adıyaman, Z. (2014). Uzaktan eğitim yoluyla yabancı dil öğretimi [Foreign language teaching through distance education]. Sakarya University Journal of Education Faculty, 4, 420-425. https://dergipark.org.tr/tr/pub/sakaefd/issue/11231/134140
• Ağır, F. (2008). Uzaktan eğitime karşı tutum ölçeği geliştirmeye yönelik geçerlilik ve güvenirlik çalışması [Development of the attitude scale towards distance learning: Reliability and validity], Education Sciences, 3(2), 128-13.
• Akaslan, D., & Law, E.L.C. (2011). Measuring teachers’ readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey. 2011 IEEE Global Engineering Education Conference (EDUCON), 481-490. https://doi.org/10.1109/educon.2011.5773180
• Akinbadewa, B.O., & Sofowora, O.A. (2020). The effectiveness of multimedia instructional learning packages in enhancing secondary school students’ attitudes toward Biology. International Journal on Studies in Education (IJonSE), 2(2), 119-133. https://doi.org/10.46328/ijonse.19
• Alharthi, M. (2020). Students’ attitudes toward the use of technology in online courses. International Journal of Technology in Education (IJTE), 3(1), 14-23. https://doi.org/10.46328/ijte.v3i1.18
• Allen, B., Crosky, A., Yench, E., Lutze-Mann, L., Blennerhassett, P., Lebard, R., Thordarson, P., & Wilk, K. (2010). A model for transformation: A trans-disciplinary approach to disseminating good practice in blended learning in science faculty, Curriculum, technology & transformation for unknown future. Proceedings of ascilite Sydney, 36-48.
• Alshangeeti, A., Alsaghier, H., & Nguyen, A. (2009). Faculty perceptions of attributes affecting the diffusion of online learning in Saudi Arabia: A quantitative study, 4th International Conference on e-Learning, Toronto, Canada.
• Anderson, J. (2020). The coronavirus pandemic is reshaping education, Quartz. https://qz.com/1826369/how-coronavirus-is-changing-education/
• Arat, T., & Bakan, Ö. (2011). Uzaktan eğitim ve uygulamaları [Distance education and its applications], Selçuk Üniversitesi Sosyal Bilimler Meslek Yüksekokulu Dergisi, 14(1), 363-374.
• Arora, A.K., & Srinivasan, R. (2020). Impact of pandemic COVID-19 on the teaching–learning process: A Study of Higher Education Teachers. Prabandhan: Indian Journal of Management, 13(4), 43-56. https://doi.org/10.17010/pijom/2020/v13i4/151825
• BAU (2020, August 16). BAU distance education report. https://bau.edu.tr/haber/15707-%20bau-uzaktan-egitim-raporu
• Bozkurt, A., Akgun-Ozbek, E., Yilmazel, S., Erdogdu, E., Ucar, H., Guler, E., Sezgin, S., Karadeniz, A., Sen-Ersoy, N., Goksel-Canbek, N., Dincer, G.D., Ari, S., & Aydin, C.H. (2015). Trends in distance education research: A content analysis of journals 2009-2013. The International Review of Research in Open and Distributed Learning, 16(1). https://doi.org/10.19173/irrodl.v16i1.1953
• Büyüköztürk, Ş. (2004). Veri analizi el kitabı [Data analysis handbook]. Pegem A Yayıncılık.
• Cabı, E. (2018). Uzaktan eğitim ile bilgisayar okuryazarlığı öğretimi: Eğitmen deneyimleri [Computer literacy teaching with distance education: Instructor experiences]. Başkent University Journal of Education, 5(1), 61 68. http://buje.baskent.edu.tr/index.php/buje/article/view/93
• Can, E. (2019). Açık ve uzaktan yükseköğretim mezunları üzerine bir değerlendirme [An evaluation on open and distance higher education graduates]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 5(3), 81-105. https://dergipark.org.tr/en/download/article-file/853649
• 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]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11 53. https://dergipark.org.tr/en/download/article-file/1179832
• Chao, T., Saj, T., & Tessier, F. (2006). Establishing a quality review for online courses. Educause Quarterly, 29(3), 32-39.
• Chen, G.D., Ou, K.L., Liu, C.C., & Liu, B.J. (2001). Intervention and strategy analysis for web group‐ learning. Journal of Computer Assisted Learning, 17(1), 58-71. https://doi.org/10.1111/j.1365-2729.2001.00159.x
• Comrey, A.L., & Lee, H.B. (1992). A first course in factor analysis. (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
• Cronbach, L.J., Schönemann, P., & McKie, D. (1965). Alpha coefficients for Stratified-Parallel Tests. Educational and Psychological Measurement, 25(2), 291–312. https://doi.org/10.1177%2F001316446502500201
• Czerniewicz, L. (2020, 15 March). What we learnt from “going online” during university shutdowns in South Africa. Phil on EdTech. https://philonedtech.com/what-we-learnt-from-going-online-during-university-shutdowns-in-south-africa/
• Çelen, F.K., Aygül Ç., & Seferoğlu S.S. (2013). Analysis of teachers’ approaches to distance education. Procedia-Social and Behavioral Sciences, 83, 388-392.
• Çelik, H., & Yılmaz, V. (2013). LISREL 9.1 ile yapısal eşitlik modellemesi [Structural equation modeling with LISREL 9.1]. Anı Yayıncılık.
• Çokluk, Ö., Şekercioğlu, G. & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications]. Pegem Akademi Yayınları.
• Dillon, C.L., & Guawardena, C.N. (1995). A framework for the evaluation of telecommunications-based distance education. In Proceedings of Selected Papers from the the 17th Congress of the International Council for Distance Education, Milton Keynes, UK: Open University.
• Dooley, K.E., & Murphrey, T.P. (2000). How the perspectives of administrators, faculty, and support units impact the rate of distance education adoption. Online Journal of Distance Learning Administration, 3(4). https://www.learntechlib.org/p/92503/
• Dougiamas, M. (2000). Improving the effectiveness of tools for the internet-based education. 9th. Annual Teaching Learning Forum, Curtin University of Technology, USA.
• Durak, G., Çankaya, S., Yunkul, E., Urfa, M., Toprakliklioğlu, K., Arda, Y., & İnam, N. (2017). Trends in distance education: A content analysis of master’s thesis. TOJET: The Turkish Online Journal of Educational Technology, 16(1).
• Dündar, S., Candemir, Ö., Demiray, E., Genç Kumtepe, E., Öztürk, S., Sağlık Terlemez, M., & Ulutak, İ. (2017). Anadolu Üniversitesi çalışanlarının açık ve uzaktan öğretime ilişkin tutumları [Attitudes of Anadolu University employees towards open and distance education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 3(4), 187-227.
• Düzakın E., & Yalçınkaya S. (2008). Web tabanlı uzaktan eğitim sistemi ve Çukurova Üniversitesi öğretim elemanlarının yatkınlıkları [Web-based distance education system and the predispositions of Çukurova University faculty members]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(1), 225-244.
• Eğitim Reformu Girişimi (ERG), (2020, July 7). The effects of Coronavirus on education VII: The only thing that doesn't change is the importance of teachers. https://www.egitimreformugirisimi.org/e-bulten/
• Erişti, S.D., Şişman, E., & Yıldırım, Y. (2008). İlköğretim branş öğretmenlerinin web destekli öğretim ile ilgili görüşlerinin incelenmesi [Examination of primary school branch teachers' views on web-assisted teaching]. İlköğretim Online, 7(2), 384-400. https://app.trdizin.gov.tr/publication/paper/detail/TnpjM016RXg
• Ferdig R.E., & Kennedy, K. (2014). Handbook of Research on K-12 Online and Blended Learning. Carnegie Mellon University: ETC Press
• Fornaciari, C.J., Forte, M., & Mathews, C.S. (1999). Distance education as strategy: How can your school compete?. Journal of Management Education, 23, 703-718.
• Galusha, J.M., (1998). Barriers to Learning in Distance Education. Institute of Education Sciences. https://files.eric.ed.gov/fulltext/ED416377.pdf
• Geng, S., Law, K.M.Y., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal Education Technology in Higher Education, 16(17). https://doi.org/10.1186/s41239-019-0147-0
• Gökmen, Ö., Uysal, M., Yaşar, H., Kırksekiz, A., Güvendi, G., & Horzum, M. (2017). Türkiye’de 2005-2014 Yılları Arasında Yayınlanan Uzaktan Eğitim Tezlerindeki Yöntemsel Eğilimler: Bir İçerik Analizi [Methodical Trends in Distance Education Theses Published Between 2005-2014 in Turkey: A Content Analysis]. Eğitim ve Bilim, 42(189). http://dx.doi.org/10.15390/EB.2017.6163
• Gökdaş, İ., & Kayri, M. (2005). E-öğrenme ve Türkiye açısından sorunlar, çözüm önerileri [E-Learning-The problems and solution recommends terms of Turkey situation]. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 1-20.
• Gülnar, B. (2003). Bilgisayar ve İnternet Destekli Uzaktan Eğitim Programlarının Tasarım, Geliştirme ve Değerlendirme Aşamaları (SUZEP Örneği) [Design, Development and Evaluation Phases of Computer and Internet Supported Distance Education Programs], (Master thesis, Selçuk University, Konya). https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp
• Hamutoğlu, N.B., Sezen Gültekin, G., & Savaşçı, M. (2019). Öğretmen adaylarının uzaktan eğitime yönelik görüşleri: Açıköğretim uygulamaları [Pre-service teachers' views on distance education: Open education practices]. Yükseköğretim Dergisi, 9(1), 19–28. https://doi.org/10.2399/yod.18.023
• Harris, D.A., & Krousgrill, C. (2008). Distance education: New technologies and new directions. Proceedings of the IEEE, 96(6), 917 930. https://doi.org/10.1109/JPROC.2008.921612.
• Hebebci, M.T., Bertiz, Y., & Alan, S. (2020). Investigation of views of students and teachers on distance education practices during the Coronavirus (COVID-19) Pandemic. International Journal of Technology in Education and Science (IJTES), 4(4), 267-282. https://files.eric.ed.gov/fulltext/EJ1271267.pdf
• Holmberg, B. (1989). Theory and practice of distance education. New York: Routledge.
• Horzum, M.B., Özkaya, M., Demirci, M., & Alpaslan, M. (2013). Türkçe uzaktan eğitim araştırmalarının incelenmesi [Examination of Turkish distance education research]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 79-100.
• Hu, L.T., & Bentler, P.M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1-55. https://doi.org/10.1080/10705519909540118.
• Istanbul Teachers Academies (2020, July). Special education academy. https://istanbulakademi.meb.gov.tr/akademiler.php?cID=14
• İşman, A. (2011). Uzaktan eğitim [Distance Education]. Pegem Akademi.
• Johnson, A.E. (2008). A nursing faculty's transition to teaching online. Nursing Education Perspectives, 29(1), 17-22.
• Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik uygulamaları [Multivariate statistics applications with SPSS]. Asil Yayın Dağıtım Ltd. Şti.
• Kaya, Z. (2002). Uzaktan eğitim [Distance Education]. Pegem A Yayıncılık. Kaya, Z., & Önder, H. (2002). İnternet yoluyla öğretimde ergonomi [Ergonomics in ınternet teaching]. The Turkish Online Journal of Educational Technology, 1(1), 48-54. http://www.tojet.net/articles/v1i1/118.pdf
• Kaya, M., Çi̇ti̇l Akyol, C., Özbek, R., & Pepeler, E. (2017). Lisansüstü eğitim programlarında ‘uzaktan eğitim uygulamasına’ yönelik ‘Eğitim Bilimleri Bölümü’ akademisyenlerinin görüşleri [Opinions of 'Educational Sciences Department' academicians on 'distance education application' in graduate education programs], Elektronik Sosyal Bilimler Dergisi, 16(64), 1616-1627. https://dergipark.org.tr/tr/pub/esosder/issue/31376/328632
• Kline, R.B. (2005). Methodology in the social sciences. Principles and practice of structural equation modeling. Guilford Press.
• Korkmaz, Ö., & Tunç, S. (2010). Mesleki-teknik eğitim öğretmenlerinin bilgisayar ve internet temelli öğretim materyallerinden yararlanmaya ilişkin görüşleri [Vocational-technical education teachers' opinions on using computer and internet-based teaching materials]. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(3). 263-276. https://dergipark.org.tr/en/download/article-file/1492916
• Köklü, N., Büyüköztürk, Ş. & Çokluk, Ö. (2007). Sosyal bilimler için istatistik [Statistics for the social sciences]. Pegem A Yayıncılık.
• Kretovics, M. A. (1998). Outcomes assessment: The impact of delivery methodologies and personality preference on student learning outcomes. [Unpublished doctoral dissertation], Colorado State University.
• Leidner, D.E., & Jarvenpaa, S.L. (1993). The information age confronts education: case studies on electronic classroom. Information Systems Research, 4(1), 24–54.
• Levine, A. (2001). The remaking of the American university, Innovative Higher Education, 25, 253- 267.
• Lloyd, S.A., Byrne, M.M., & McCoy, T.S. (2012). Faculty-perceived barriers of online education. Journal of online learning and teaching, 8(1), 1-12.
• Maloney, E.J., & Joshua Kim, J. (2020, May). Fall Scenario 13: A HyFlex Model. Inside Higher Ed. https://www.insidehighered.com/blogs/learning-innovation/fall-scenario-13-hyflex-model
• Marvasi, M., Sebastian, G., & Lorenzo, S.L.J. (2019). Fostering researcher identity in STEM distance education: impact of a student led online case study. FEMS Microbiology Letters, 366(6). https://doi.org/10.1093/femsle/fnz068
• Miglani, A., & Awadhiya, A.K. (2017). Mobile learning: readiness and perceptions of teachers of Open Universities of Commonwealth Asia, Journal of Learning for Development-JL4D, 4(1), 58-71.
• Moore, M. G. (1972). Learner autonomy: The second dimension of independent learning. Convergence, 5(2), 76–88.
• Moore, M.G., & Kearsley, G. (2011). Distance education: A systems view of online learning, Belmot: CA: Wadsworth.
• Moore, M.G., & Dielh W. (2019). Handbook of Distance Education, Routledge.
• Kuru, E. (2019). Sosyal bilgiler öğretmen adaylarının dijital okuryazarlık kavramına ilişkin görüşleri [Opinions of social studies teacher candidates on the concept of digital literacy]. Electronic Turkish Studies, 14(3). https://turkishstudies.net/turkishstudies?mod=makale_tr_ozet&makale_id=22563
• Orhan, G., & Beyhan, Ö. (2020). Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during Covid-19 pandemic. Social Sciences and Education Research Review, 7(1), 18-44.
• Özer, N., & Kır, Ş. (2018). Halk eğitim merkezinde görev yapan öğretmenlerin yetişkin eğitiminde uzaktan eğitimin uygulanabilirliğine ilişkin görüşleri [Opinions of teachers working in public education centers on the applicability of distance education in adult education]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 4(4), 69-86. https://dergipark.org.tr/en/pub/auad/issue/42908/519039
• Özkul, A.E. (2004, Mayıs). Açık ve Uzaktan Eğitimin Neresindeyiz? [Where are we in Open and Distance Education?], Mersin Üniversitesi ÖYP-YUUP Uzaktan Eğitim Çalıştayı, Mersin.
• Robitzsch, A. (2021). Sirt: An R package for Supplementary Item Response Theory Models. Version 3.10-118. https://cran.r-project.org/web/packages/sirt/sirt.pdf
• Sampson, N. (2003). Meeting the Needs of Distance Learners. Language Learning & Technology, 7(3), 103-118.
• Seage, S.J., & Türegün, M. (2020). The effects of blended learning on STEM achievement of elementary school students, International Journal of Research in Education and Science (IJRES), 6(1), 133-14. https://files.eric.ed.gov/fulltext/EJ1231349.pdf
• Seaman, J. (2009). Online learning as a strategic asset. Volume II: The paradox of faculty voices: Viewsand experiences with online learning. Washington, DC: Association of Public and Land-grant Universities and Babson Survey Research Group. https://files.eric.ed.gov/fulltext/ED517311.pdf
• Sheets, M. (1992). Characteristics of adult education students and factors which determine course completion: a review, New Horizons in Adult Education, 6(1), 3-18.
• Sousa, O.C., & Florencio Da Silva, R. S. (2020). Contributions of Technology to Distance Learning. How the University will need to reinvent itself to face the challenges of the 21st Century. Revista Espacıo, 41(2), 21.
• Soydal, İ., Alır, G., & Ünal, Y. (2012). Türk üniversiteleri e-öğrenmeye hazır mı? Hacettepe Üniversitesi Edebiyat Fakültesi Örneği [Are Turkish universities ready for e-learning? Example of Hacettepe University Faculty of Letters]. Ankara: Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü.
• Süer, İ., Kaya, Z., Bülbül, H. İ., Karaçanta, H., Koç, Z., & Çetin, Ş. (2005). Gazi Üniversitesi’nin uzaktan eğitim potansiyeli [Distance education potential of Gazi University], The Turkish Online Journal of Educational Technology, 4(1), 107-113.
• Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş, temel ilkeler ve LİSREL uygulamaları [Introduction to structural equation modeling, basic principles and LISREL applications]. Ekinoks Yayınları.
• Tabachnick, B.G., & Fidell, L.S. (2006). Using multivariate statistics. Pearson.
• Tavşancıl, E. (2002). Tutumların ölçülmesi ve SPSS ile veri analizi [Measuring attitudes and data analysis with SPSS]. Nobel Yayınları.
• TEDMEM, (2021). 2020 Education Evaluation Report, TED. https://tedmem.org/yayin/2020-egitim-degerlendirme-raporu
• TEDMEM, (2022). 2021 Education Evaluation Report, TED. https://tedmem.org/yayin/2021-egitim-degerlendirme-raporu
• Telli Yamamoto, S.G., & Altun, D. (2020). Coronavirüs ve çevrimiçi (online) eğitimin önlenemeyen yükselişi [Coronavirus and the unstoppable rise of online education]. Üniversite Araştırmaları Dergisi, 3(1), 25-34.
• The Turkish Ministry of National Education [TMNE], (2020, July). “Teachers’ Lounge” starts in the TRT-EBA-TV. http://www.meb.gov.tr/ogretmenler-odasi-kusagi-trt-eba-tvde-basliyor/haber/21224/tr
• Tutsun, E. (2020). Açıköğretim hizmeti veren bir üniversitede uzaktan eğitim deneyimi olmayan personelin uzaktan eğitim hakkındaki görüşlerine ilişkin bir durum çalışması [A case study on the views of personnel who do not have distance education experience at a university providing distance education services]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(3), 1 26. https://dergipark.org.tr/tr/pub/auad/isue/56247/672732
• United Nations Educational, Scientific and Cultural Organization [UNESCO], (2020a). International Task Force on Teachers for Education 2030. https://teachertaskforce.org/sites/default/files/2020-04/COVID19_PDF_2PAGES_EN.pdf
• United Nations Educational, Scientific and Cultural Organization [UNESCO], (2020b). UNESCO Covid-19 Education Response Education Sector issue notes. https://unesdoc.unesco.org/ark:/48223/pf0000373338/PDF/373338eng.pdf.multi
• Uşun, S. (2006). Uzaktan eğitim [Distance education]. Nobel Yayıncılık.
• Volery, T., & Lord, D. (2000). Critical success factors in online education, International Journal of Educational Management, 14(5), 216 – 223.
• Wang J., & Wang X., (2012). Structural equation modeling applications using Mplus, Wiley Publication, Higher Education Press.
• Wu C. H. (2008). An Examination of the Wording Effect in the Rosenberg Self-Esteem Scale Among Culturally Chinese People, The Journal of Social Psychology, 148:5, 535-552, https://doi.org/10.3200/SOCP.148.5.535-552
• Yıldırım, Y. (2020). Fatih projesi kapsamında düzenlenen uzaktan hizmet içi eğitimlere yönelik öğretmen görüşlerinin incelenmesi [Examining the opinions of teachers about distance in-service trainings organized within the scope of Fatih project]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 76 90. https://dergipark.org.tr/en/pub/auad/issue/55662/761364
• Yılmaz, V., & Çelik, H. (2009). LISREL ile yapısal eşitlik modellemesi [Structural equation modeling with LISREL]. Pegem Akademi.
• Zhu, X., & Liu, J., (2020). Education in and after Covid-19: immediate responses and long-term visions, Postdigital Science and Education, 2, 695-699.