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Turkish Adaptation of the Flipped Learning Readiness Scale for Middle School Students

Yıl 2017, Cilt: 6 Sayı: 3, 1056 - 1068, 30.10.2017
https://doi.org/10.14686/buefad.328826

Öz

The purpose of this study is to provide a valid
and reliable Turkish scale to measure secondary school students' In this
context, the reverse face learning readiness scale of foreign language classes
of the middle school students developed by Hao (2016) is adapted to Turkish.
The scale adaptation study was conducted with 352 students in secondary schools
attached to the Ministry of National Education in Ankara. Expert opinions were
first obtained on behalf of language validity when the adaptation steps were
followed. After the validity of the Turkish language was provided, descriptive
and confirmatory factor analyzes were performed. It has been observed that
there are five subdimensions of scale (student control and self-directed
learning, technology self-efficacy, intra-class communication self-efficacy,
motivation for learning and preliminary study). The scale consists of 26 items
in total. The cronbach alpha coefficient of the scale was calculated as 0,978.
The cronbach alpha coefficients for the subscales of the scale were .942, .956,
.897, .820, and .705, respectively. The internal consistency coefficients
reached in the study correspond to the values calculated in the original scale
development study. As a result, it can be said that the measured materials
which are adapted to Turkish are measured without error. Therefore, the adapted
scale in this study can be used to determine the structure of the inverse
learning learning in the 5th and 6th grade middle school and to successfully
integrate the inverse learning model, which is a kind of blended learning, into
the learning environments based on these findings. 

Kaynakça

  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
  • Blooma, M. J., Kurian, J. C., Chua, A. Y. K., Goh, D. H. L., & Lien, N. H. (2013). Social question answering: Analyzing knowledge, cognitive processes and social dimensions of micro-collaborations. Computers & Education, 69, 109-120.
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için analiz el kitabı. Pegem A. Yayıncılık.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
  • Gaughan, J. E. (2014). The flipped classroom in world history. The History Teacher, 47(2), 221-244.
  • Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303.
  • Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.
  • Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
  • Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
  • Li, N., Verma, H., Skevi, A., Zufferey, G., Blom, J., & Dillenbourg, P. (2014). Watching MOOCs together: Investigating co-located MOOC study groups. Distance Education, 35(2), 217-233.
  • Liu, S. H. J., Lan, Y. J., & Ho, C. Y. Y. (2014). Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration. Educational Technology & Society, 17(4), 404-419.
  • Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.
  • McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., ... & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American journal of pharmaceutical education, 77(9), 196.
  • Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education. Retrieved from https://www.healio.com/nursing/journals/jne/2013-10-52-10/%7Bfaa085a3-27be-4037-a63c-c87dc32391ba%7D/flipping-the-classroom-to-improve-student-performance-and-satisfaction?version=1 on 15.06.2016.
  • Rahimi, E., van den Berg, J., & Veen, W. (2015). Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers & Education, 81, 235-246.
  • Rosario, P., Núñez, J. C., Trigo, L., Guimarães, C., Fernández, E., Cerezo, R., ... & Ferreira, Â. (2015). Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain. Higher Education Research & Development, 34(1), 173-187.
  • Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers & Education, 59(2), 316-326.
  • Sırakaya, D. A. (2017). Oyunlaştırılmış Tersyüz Sınıf Modeline Yönelik Öğrenci Görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 114-132.
  • Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In: Proceedings from 28th annual conference on distance teaching and learning, Madison, WI
  • Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2016). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713-729.
  • Tabachnick, B.G. & Fidell, L.S. (2013). Using Multivariate Statistics. Pearson 2013.
  • Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83

Ortaokul Öğrencileri için Ters Yüz Öğrenme Hazırbulunuşluk Ölçeğinin Türkçe’ye Uyarlanması

Yıl 2017, Cilt: 6 Sayı: 3, 1056 - 1068, 30.10.2017
https://doi.org/10.14686/buefad.328826

Öz

Bu çalışmada amaç ortaokul öğrencilerinin eğitimde ter yüz
öğrenme hazırbulunuşluklarını ölçmek için geçerli ve güvenilir bir Türkçe
ölçeği alanyazına kazandırmaktır. Bu bağlamda Hao (2016) tarafından
geliştirilen ortaokul öğrencilerinin yabancıl dil sınıflarında ters yüz öğrenme
hazırbulunuşluk ölçeği Türkçe’ye uyarlanmıştır. Ölçek uyarlama çalışmasında
uygulama Ankara’daki Milli Eğitim Bakanlığına bağlı ortaokullarda 352 öğrenci
ile yapılmıştır. Uyarlama adımları izlenirken ilk önce dil geçerliliği adına
uzman görüşleri alınmıştır. Türkçe dil geçerliği sağlandıktan sonra toplanan
verilerle açımlayıcı ve doğrulayıcı faktör analizleri yapılmıştır. Bulgular
doğrultusunda ölçeğin beş alt boyutu (öğrenci kontrolü ve özyönelimli öğrenme,
teknoloji öz yeterliği, sınıf-içi iletişim öz yeterliği, öğrenme için
motivasyon ve ön çalışma yapma) bulunduğu görülmüştür. Ölçek toplamda 26
maddeden oluşmaktadır. Ölçeğin cronbach alfa katsayısı 0,978 olarak hesaplanmıştır.
Ölçeğin alt faktörlerine ilişkin cronbach alfa katsayıları ise sırasıyla .942,
.956, .897, .820, .705’dir. Çalışmada ulaşılan iç tutarlılık katsayıları,
orijinal ölçek geliştirme araştırmasında hesaplanan değerlerle örtüşmektedir.
Sonuç olarak ölçülmek istenen yapıyı Türkçe’ye uyarlanan ölçekteki maddelerin
hatasız ölçtüğü söylenebilir. Dolayısıyla bu çalışmada uyarlanan ölçek ortaokul
5. ve 6. Sınıflarda tersyüz öğrenme hazırbulunuşluk yapısını belirlemek ve bu
bulgulara dayalı olarak harmanlanmış öğrenmenin bir çeşidi olan tersyüz öğrenme
modelinin öğrenme çevrelerine başarılı şekilde entegre edilmesi amacıyla
kullanılabilir. Ayrıca ölçek farklı eğitim seviyelerinde de uyarlanarak
kullanılabilir.

Kaynakça

  • Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
  • Blooma, M. J., Kurian, J. C., Chua, A. Y. K., Goh, D. H. L., & Lien, N. H. (2013). Social question answering: Analyzing knowledge, cognitive processes and social dimensions of micro-collaborations. Computers & Education, 69, 109-120.
  • Büyüköztürk, Ş. (2009). Sosyal bilimler için analiz el kitabı. Pegem A. Yayıncılık.
  • Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580.
  • Gaughan, J. E. (2014). The flipped classroom in world history. The History Teacher, 47(2), 221-244.
  • Hao, Y. (2016). Middle school students' flipped learning readiness in foreign language classrooms: Exploring its relationship with personal characteristics and individual circumstances. Computers in Human Behavior, 59, 295-303.
  • Hwang, G. J., Lai, C. L., & Wang, S. Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449-473.
  • Kim, M. K., Kim, S. M., Khera, O., & Getman, J. (2014). The experience of three flipped classrooms in an urban university: an exploration of design principles. The Internet and Higher Education, 22, 37-50.
  • Lai, C. L., & Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers & Education, 100, 126-140.
  • Li, N., Verma, H., Skevi, A., Zufferey, G., Blom, J., & Dillenbourg, P. (2014). Watching MOOCs together: Investigating co-located MOOC study groups. Distance Education, 35(2), 217-233.
  • Liu, S. H. J., Lan, Y. J., & Ho, C. Y. Y. (2014). Exploring the Relationship between Self-Regulated Vocabulary Learning and Web-Based Collaboration. Educational Technology & Society, 17(4), 404-419.
  • Mason, G. S., Shuman, T. R., & Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.
  • McLaughlin, J. E., Griffin, L. M., Esserman, D. A., Davidson, C. A., Glatt, D. M., Roth, M. T., ... & Mumper, R. J. (2013). Pharmacy student engagement, performance, and perception in a flipped satellite classroom. American journal of pharmaceutical education, 77(9), 196.
  • Missildine, K., Fountain, R., Summers, L., & Gosselin, K. (2013). Flipping the classroom to improve student performance and satisfaction. Journal of Nursing Education. Retrieved from https://www.healio.com/nursing/journals/jne/2013-10-52-10/%7Bfaa085a3-27be-4037-a63c-c87dc32391ba%7D/flipping-the-classroom-to-improve-student-performance-and-satisfaction?version=1 on 15.06.2016.
  • Rahimi, E., van den Berg, J., & Veen, W. (2015). Facilitating student-driven constructing of learning environments using Web 2.0 personal learning environments. Computers & Education, 81, 235-246.
  • Rosario, P., Núñez, J. C., Trigo, L., Guimarães, C., Fernández, E., Cerezo, R., ... & Ferreira, Â. (2015). Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain. Higher Education Research & Development, 34(1), 173-187.
  • Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers & Education, 59(2), 316-326.
  • Sırakaya, D. A. (2017). Oyunlaştırılmış Tersyüz Sınıf Modeline Yönelik Öğrenci Görüşleri. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 36(1), 114-132.
  • Stone, B. B. (2012). Flip your classroom to increase active learning and student engagement. In: Proceedings from 28th annual conference on distance teaching and learning, Madison, WI
  • Sun, J. C. Y., Wu, Y. T., & Lee, W. I. (2016). The effect of the flipped classroom approach to OpenCourseWare instruction on students’ self‐regulation. British Journal of Educational Technology, 48(3), 713-729.
  • Tabachnick, B.G. & Fidell, L.S. (2013). Using Multivariate Statistics. Pearson 2013.
  • Tucker, B. (2012). The flipped classroom. Education Next, 12(1), 82–83
Toplam 22 adet kaynakça vardır.

Ayrıntılar

Bölüm Makaleler
Yazarlar

Hatice Yıldız Durak

Yayımlanma Tarihi 30 Ekim 2017
Yayımlandığı Sayı Yıl 2017 Cilt: 6 Sayı: 3

Kaynak Göster

APA Durak, H. Y. (2017). Turkish Adaptation of the Flipped Learning Readiness Scale for Middle School Students. Bartın University Journal of Faculty of Education, 6(3), 1056-1068. https://doi.org/10.14686/buefad.328826

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