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

Yıl 2023, , 325 - 339, 29.06.2023
https://doi.org/10.17556/erziefd.1097405

Öz

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.

Kaynakça

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

Yıl 2023, , 325 - 339, 29.06.2023
https://doi.org/10.17556/erziefd.1097405

Öz

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.

Kaynakça

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  • Estrada-Molina, O., & Fuentes-Cancell, D. R. (2022). Engagement and desertion in MOOCs: Systematic review. Comunicar, 30(70), 111-124. https://files.eric.ed.gov/fulltext/EJ1320958.pdf
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  • Jimerson, S. R., Campos, E., & Greif, J. L. (2003). Toward an understanding of definitions and measures of school engagement and related terms. The California School Psychologist, 8(1), 7–27. https://doi.org/10.1007/BF03340893.
  • Jordan, K. (2014). Initial trends in enrolment and completion of massive open online courses. Int. Rev. Res. Open Dist. Learn. 15, 1651. https://doi.org/10.19173/irrodl.v15i1.1651.
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  • Kuh, G. D. (2003). What we're learning about student engagement from NSSE: Benchmarks for effective educational practices. Change: The magazine of higher learning, 35(2), 24-32. https://doi.org/10.1080/00091380309604090.
  • Kuh, G. D. (2009). The national survey of student engagement: Conceptual and empirical foundations. New directions for institutional research, 141, 5-20. https://doi.org/10.1002/ir.283.
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  • Marks, H.M. (2000). Student Engagement in Instructional Activity: Patterns in the Elementary, Middle, and High School Years. American Educational Research Journal, 37, 153-184. https://doi.org/10.3102/00028312037001153.
  • Maroco, J., Maroco, A. L., Campos, J. A. D. B., & Fredricks, J. A. (2016). University student’s engagement: development of the University Student Engagement Inventory (USEI). Psicologia: Reflexão e Crítica, 29. https://doi.org/10.1186/s41155-016-0042-8.
  • Moskal, P., Thompson, K., & Futch, L. (2015). Enrollment, engagement, and satisfaction in the BlendKit faculty development open, online course. Online Learning, 19(4). https://files.eric.ed.gov/fulltext/EJ1079573.pdf
  • Muthén, L. K., & Muthén, B. O. (1998). Mplus user’s guide. Eight Edition. Muthén & Muthén. https://www.statmodel.com/download/usersguide/MplusUserGuideVer_8.pdf
  • Newmann, F. M. (1992). Student engagement and achievement in American secondary schools. Teachers College Press.
  • Önen, Emine (2014). Öğrencinin okula bağlılığı ölçeği: Türk ortaokul ve lise öğrencileri için uyarlama çalışması. PDR Türk Psikolojik Danışma ve Rehberlik Dergisi, 5(42).
  • Öner, N. (1997) Türkiye’de Kullanılan Psikolojik Testler, 3. Basım, 458, Boğaziçi Üniversitesi Yayınları, İstanbul.
  • Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom, 7, 149-183.
  • Ramesh, A., Goldwasser, D., Huang, B., Daumé III, H., & Getoor, L. (2013, December). Modeling learner engagement in MOOCs using probabilistic soft logic. In NIPS workshop on data-driven education. 21, 62. https://linqs.github.io/linqs-website/assets/resources/ramesh-dde13.pdf
  • Redmond, P., Heffernan, A., Abawi, L., Brown, A., & Henderson, R. (2018). An online engagement framework for higher education. Online Learning, 22(1), 183–204. https://doi.org/10.24059/olj.v22i1.1175
  • Richardson, J. C., & Newby, T. (2006). The role of students' cognitive engagement in online learning. American Journal of Distance Education, 20(1), 23-37. https://doi.org/10.1207/s15389286ajde2001_3
  • Rotermund, S. L. (2010). The role of psychological precursors and student engagement in a process model of high school dropout. University of California, Santa Barbara.
  • Rothkrantz, L. (2016, April). Dropout rates of regular courses and MOOCs. In International Conference on Computer Supported Education (pp. 25-46). Springer, Cham.
  • Schaffhause, Dian. (2021). MOOC Enrollment Explodes in 2020. https://campustechnology.com/Articles/2021/01/05/MOOC-Enrollment-Explodes-in-2020
  • Shah, D. (2021a). MOOC Roundup 2021. Class Central. https://www.classcentral.com/report/tag/mooc-roundup-2021/
  • Shah, D. (2021b). A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021. Class Central. https://www.classcentral.com/report/moocs-stats-and-trends-2021/
  • Steve Carson (2009) The unwalled garden: growth of the OpenCourseWare Consortium, 2001–2008, Open Learning: The Journal of Open, Distance and e-Learning, 24(1), 23-29, https://doi.org/10.1080/02680510802627787.
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  • Stracke, C. M., Downes, S., Conole, G., Burgos, D., & Nascimbeni, F. (2019). Are MOOCs Open Educational Resources? A Literature Review on History, Definitions, and Typologies of OER and MOOCs. Open Praxis, 11(4), 331-341. https://files.eric.ed.gov/fulltext/EJ1251318.pdf
  • Sun, J. C.-Y. ve Rueda, R. (2012). Situational interest, computer self-efficacy, and self-regulation: their impact on student engagement in distance education. British Journal of Educational Technology, 43(2), 191-204. https://doi.org/10.1111/j.1467-8535.2010.01157.x.
  • Sun, Y., Guo, Y., & Zhao, Y. (2020). Understanding the determinants of learner engagement in MOOCs: An adaptive structuration perspective. Computers & Education, 157, https://doi.org/10.1016/j.compedu.2020.103963.
  • Sun, Y., Ni, L., Zhao, Y., Shen, X.-L. & Wang, N. (2019), Understanding students’ engagement in MOOCs: An integration of self-determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6). 3156-3174. https://doi.org/10.1111/bjet.12724.
  • Topal, M., İstanbullu, A., & Akgün, Ö. (2020). Çevrimiçi öğrenmede öğrenci bağlılığı ölçeği üniversite öğrencisi formunun psikometrik özellikleri. International Journal of Human Sciences, 17(1). 104-116. https://doi.org/10.14687/jhs.v17i1.5698.
  • Trowler, V. (2010). Student engagement literature review. The higher education academy, 11(1), 1-15. https://www.academia.edu/download/30908577/StudentEngagementLiteratureReview.pdf
  • Uğur, E. ve Akın, A. (2015). Öğrenci bağlılığı ölçeği Türkçe formunun geçerlik ve güvenirlik çalışması. SDU International Journal of Educational Studies, 2(1), 53-59. https://dergipark.org.tr/en/download/article-file/195336.
  • Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOC s, notetaking, and contexts surrounding content consumption. British Journal of Educational Technology, 46(3), 570-587. https://doi.org/10.1111/bjet.12297.
  • Wang R, Cao J, Xu Y and Li Y (2022) Learning engagement in massive open online courses: A systematic review. Front. Educ. 7:1074435. https://doi.org/10.3389/feduc.2022.1074435.
  • Wang, X., Tan, S. C., & Li, L. (2020). Measuring university students’ technostress in technology-enhanced learning: Scale development and validation. Australasian Journal of Educational Technology, 36(4), 96-112. https://doi.org/10.14742/ajet.5329.
  • Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. The Internet and Higher Education, 37, 11–20. https://doi.org/10.1016/j.iheduc.2017.12.001.
  • Weston, R., & Gore Jr, P. A. (2006). A brief guide to structural equation modeling. The counseling psychologist, 34(5), 719-751. https://doi.org/10.1177/0011000006286345.
  • Xiong, Y., Li, H., Kornhaber, M. L., Suen, H. K., Pursel, B., & Goins, D. D. (2015). Examining the relations among student motivation, engagement, and retention in a MOOC: A structural equation modeling approach. Global Education Review, 2(3), 23-33. https://files.eric.ed.gov/fulltext/EJ1074099.pdf
  • Vardi, M. Y. (2012). Will MOOCs destroy academia?. Communications of the ACM, 55(11), 5-5. https://doi.org/10.1145/2366316.2366317.
  • Yafei Liu, Mingli Zhang, Dan Qi & Yan Zhang (2022) Understanding the role of learner engagement in determining MOOCs satisfaction: a self-determination theory perspective, Interactive Learning Environments. 1-15. https://doi.org/10.1080/10494820.2022.2028853.
  • Yang, Q., & Lee, Y. C. (2021). The critical factors of student performance in MOOCs for sustainable education: a case of Chinese universities. Sustainability, 13(14), 8089.
Toplam 92 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Bu Sayıda
Yazarlar

Ahmet Ağır 0000-0001-7940-7070

Erken Görünüm Tarihi 14 Haziran 2023
Yayımlanma Tarihi 29 Haziran 2023
Kabul Tarihi 16 Mayıs 2023
Yayımlandığı Sayı Yıl 2023

Kaynak Göster

APA Ağır, A. (2023). Kitlesel Açık Çevrimiçi Dersler (KAÇD) Bağlılık Ölçeği’nin Türkçeye Uyarlanması, Geçerlik ve Güvenirlik Çalışması. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 325-339. https://doi.org/10.17556/erziefd.1097405