Adaptation Study into Turkish of the Flexibility Scale in Open and Distance Learning

Yıl 2020, Cilt: 10 Sayı: 2, 366 - 385, 31.07.2020

Mehmet Kokoç

https://doi.org/10.17943/etku.643358

Cited By: 3

Öz

The aim of the study is to adapt the
perceived flexibility scale for Turkish open and distance learners and to
evaluate psychometric properties of the perceived flexibility scale. The original
scale which was developed by Bergamin, Ziska and Groner (2009) and revised by
Bergamin Ziska, Werlen and Siegenthaler (2012), measures students' level of
perceived flexibility in the context of open and distance learning. The study
used two
different samples of distance learners located in the Turkey. To examine
how the factorial structure of the scale patterns for Turkey sample,
exploratory factor analysis was performed using data derived from 91 open and distance
education students. The second sample of 141 open and distance students was
used for first-order and second-order confirmatory factor analysis to assess
the hierarchical structure and examine 3-factor alternative measurement models which
were yielded after exploratory factor analysis. Convergent and discriminant
validities were employed to ensure construct validity. Findings showed that a
three-factor inter-correlated model of perceived flexibility provided the best
fit for the data. The model is consistent with the factor structure of the
original scale which was developed based on data from European distance
learners. In
conclusion, the study provides a valid and reliable Turkish version of
perceived flexibility scale in open and distance learning. The Turkish version
of the perceived flexibility scale consisting of nine items and three factors
can be useful to measure perceived flexibility of learners in open and distance
learning as a validated and reliable scale.

Anahtar Kelimeler

open and distance learning, flexibility, psychometric properties

Açık ve Uzaktan Öğrenmede Esneklik Ölçeğini Türkçe’ye Uyarlama Çalışması

Öz

Bu araştırmanın amacı, “Açık ve Uzaktan Öğrenmede Esneklik”
ölçeğini Türkçe’ye uyarlamak ve ilgili ölçeğin maddeleri ile ölçek genelinin
psikometrik özelliklerini sınamaktır. Bergamin, Ziska ve Groner (2009) tarafından
geliştirilen ve Bergamin Ziska, Werlen ve Siegenthaler (2012) tarafından revize
edilen özgün ölçek, açık ve uzaktan öğrenme bağlamında öğrencilerin öğrenme
ortamına ilişkin algılanan esneklik düzeylerini ölçmeyi hedeflemektedir. Araştırmanın
iki farklı katılımcı grubu vardır. Ölçeğin faktör yapısının Türkiye örneklemi
için nasıl örüntüleneceğini incelemek için 91 açık ve uzaktan eğitim
öğrencisiyle açımlayıcı faktör analizi gerçekleştirilmiştir. Ortaya çıkan üç
faktörlü ölçme modellerini sınamak ve hiyerarşik yapıyı incelemek için 141 açık
ve uzaktan eğitim öğrencisinden veri toplanarak birinci ve ikinci düzey
doğrulayıcı faktör analizleri gerçekleştirilmiştir. Yapı geçerliği için
yakınsak geçerlik ve ayırt edici geçerlik teknikleri işe koşulmuştur. Elde
edilen bulgular, ortaya çıkan ilişkili üç faktörlü modelin geçerliğinin ve
güvenirliğinin sağlandığını kanıtlamaktadır. Bununla birlikte ilgili modelin,
Avrupa örnekleminden toplanan verilerle geliştirilen özgün ölçeğin madde-yapı
örüntüsüne benzer sonuçları işaret ettiği belirlenmiştir. Toplam dokuz madde ve
üç faktörden oluşan ölçeğin, güvenilir ve geçerli bir ölçme aracı olarak,
Türkiye’de öğrencilerin açık ve uzaktan öğrenme ortamlarına ilişkin algılanan
esneklik düzeylerini ölçmek amacıyla kullanılabileceği sonucuna ulaşılmıştır.

Anahtar Kelimeler

açık ve uzaktan öğrenme, esneklik, psikometrik özellikler

Kaynakça

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