TY  - JOUR
T1  - Learner engagement within MOOCs: Scale adaptation and an exploration regarding gender
TT  - KAÇD' lerde öğrenci katılımı: Ölçek uyarlaması ve cinsiyete ilişkin bir araştırma
AU  - Yasan Ak, Nehir
AU  - Arpacı, İbrahim
PY  - 2025
DA  - July
Y2  - 2025
DO  - 10.21764/maeuefd.1627718
JF  - Mehmet Akif Ersoy University Journal of  Education Faculty
PB  - Burdur Mehmet Akif Ersoy Üniversitesi
WT  - DergiPark
SN  - 2146-5983
SP  - 247
EP  - 264
IS  - 75
LA  - en
AB  - With the COVID-19 outbreak, now more than ever, minimizing human interaction and social distancing are of great importance. Since anyone is obligated to study remotely, attention to distance learning systems, specifically to massive online open courses (MOOCs), has exponentially risen. The present study aimed to adapt and validate the MOOC Engagement Scale (MES), developed by Deng et al. (2020a), into Turkish based on data collected from 258 participants in Türkiye enrolled in various MOOC courses to enhance their skills for future career development. The results indicated that the MES has adequate evidence of internal consistency reliability (ranging between .68 and .90) and factorial, discriminant, and convergent validity. Confirmatory factor analysis results supported the four-factor structure of the MES (i.e., behavioral, emotional, cognitive, and social). The MANOVA results indicated a statistically significant difference in MOOC engagement between genders, where males scored higher than females. The findings provided evidence that the Turkish MES has promising validity and reliability properties; therefore, it can be used to measure learner engagement in MOOCs.
KW  - Distance learning
KW  - Massive open online course
KW  - Learner engagement
KW  - MOOC engagement scale
KW  - Scale adaptation
KW  - Scale validation
KW  - Scale validation
N2  - COVID-19 salgını ile birlikte, insan etkileşiminin minimize edilmesi ve sosyal mesafenin korunması her zamankinden daha büyük bir önem taşımaktadır. Herkesin uzaktan eğitime yönlendirilmesi, özellikle kitlesel açık çevrimiçi derslere (KAÇD) olan ilgi katlanarak artmıştır. Bu çalışma, gelecekteki kariyer gelişimleri için çeşitli KAÇD kurslarına kaydolan Türkiye'den 258 katılımcıdan toplanan verilere dayanarak Deng ve arkadaşları (2020a) tarafından geliştirilen KAÇD Katılım Ölçeği'ni (KKÖ) Türkçeye uyarlamayı ve geçerliliğini doğrulamayı amaçlamıştır. Sonuçlar, KKÖ'nün iç tutarlılık güvenilirliğine (.68 ile .90 arasında) ve faktöriyel, ayırıcı ve yakınsak geçerliliğe yeterli kanıt sağladığını göstermiştir. Doğrulayıcı faktör analizi sonuçları, MES'in dört faktörlü yapısını (davranışsal, duygusal, bilişsel ve sosyal katılım) desteklemiştir. MANOVA sonuçları, cinsiyetler arasında KAÇD katılımında istatistiksel olarak anlamlı bir fark olduğunu, erkeklerin kadınlardan daha yüksek puan aldığını göstermiştir. Elde edilen bulgular, KAÇD'nin Türkçe versiyonunun umut verici geçerlilik ve güvenilirlik özelliklerine sahip olduğunu ve bu nedenle KAÇD'de öğrenenlerin katılımını ölçmek için kullanılabileceğini ortaya koymuştur.
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UR  - https://doi.org/10.21764/maeuefd.1627718
L1  - https://dergipark.org.tr/tr/download/article-file/4555534
ER  -