Yükseköğretim Öğrencileri İçin Uzaktan Eğitim Tutum Ölçeğinin Geliştirilmesi

Yıl 2024, , 1323 - 1348, 30.08.2024

Gürcü Erdamar , Gökçe Garip , Bilgen Kerkez , Yeliz Abbak

https://doi.org/10.17152/gefad.1423680

Öz

Yıllardır sürekli gelişen uzaktan eğitim, COVID-19 salgını sırasında eğitim için tek seçenek haline gelmiştir. Türkiye’de yükseköğretimde pandemi döneminde üç yarıyıl uzaktan eğitim uygulamaları yürütülmüş ve Şubat 2023'te Türkiye'yi vuran yıkıcı depremlerin ardından uzaktan eğitim bir kez daha yükseköğretim için tek eğitim aracı olmuştur. Öğrencilerin uzaktan eğitime yönelik tutumlarının değerlendirilmesi, uzaktan eğitimde karşılaştıkları sorunları tanımlamak ve öğrenme çıktılarını geliştirmek açısından önem kazanmıştır. Bu nedenle bu çalışmada Yükseköğretim Öğrencileri İçin Uzaktan Eğitim Tutum Ölçeğni geliştirmek amaçlanmıştır. Veriler, Türkiye’de devlet üniversitelerinden 875 lisans öğrencisinden toplanmıştır. Açıklayıcı Faktör Analizi (nEFA= 583), toplam varyansın %57'sini açıklayan 16 maddeden oluşan iki faktörlü bir yapı ortaya koymuştur. Ölçek ve iki faktörü için Cronbach Alpha iç tutarlılık katsayısı (.917, .914, .807) ve McDonalds Omega katsayısı (.920, .925, .811) yeterli bulunmuştur. Doğrulayıcı Faktör Analizi (nCFA= 292) model-veri uyumunu desteklemiş ve ulaşılan yapıyı doğrulamıştır. “Yükseköğretim Öğrencileri İçin Uzaktan Eğitim Tutum Ölçeğine ilişkin geçerlik güvenirlik kanıtları yeterli bulunmuştur. Ölçeğin, yükseköğretim uzaktan eğitim uygulamalarının kalitesine ve verimliliğine katkı sağlayacağı düşünülmektedir.

Anahtar Kelimeler

Tutum, Eğitim, Uzaktan eğitim, Yükseköğretim, Ölçek geliştirme

Development of Distance Education Attitude Scale for Higher Education Students

Öz

Distance education has been constantly developed for decades and became the only choice for education during the COVID-19 pandemic. In the Turkish higher education, distance education practices were carried out for three semesters during the pandemic. Once again, distance education became the only means of education for higher education after the devastating earthquakes that hit Türkiye in February 2023. Assessing the students’ attitudes towards distance education gained importance in order to enhance the learning outcomes of distance education and to define the problems the students had faced. Thus, the researchers aimed to develop a Distance Education Attitude Scale for Higher Education Students in this study. The data were collected from 875 undergraduate students from Turkish state universities. Explanatory Factor Analysis (nEFA= 583) unfolded a two-factor structure with 16 items – explaining 57% of the total variance. For the scale and its two factors, the Cronbach Alpha internal consistency coefficient (.917, .914, .807) and McDonalds Omega coefficient (.920, .925, .811) were found satisfactory. Confirmatory Factor Analysis (nCFA= 292) supported the model-data fit and confirmed the reached structure. The "Distance Education Attitude Scale for Higher Education Students" is found to be valid and reliable. The scale is believed to contribute to the quality and efficiency of tertiary distance education practices.

Anahtar Kelimeler

Attitude, Education, Distance education, Higher education, Scale development

Kaynakça

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