Turkish Adaptation of Readiness to Teach Online Survey

Öz

This study aims to adapt Chi’s (2015) Readiness to Teach Online Survey into Turkish context. Participants of the study are 138 faculty members at Muğla Sıtkı Koçman University, Turkey, during the 2015-2016 academic year. The Readiness to Teach Online Survey consists of 63 Likert-type items, 13 open-ended questions, and two questions with structured items under five dimensions: Teaching and Learning, Social and Student Engagement, Faculty and Technology Support, Course Development and Instructional Design, Evaluation and Assessment. Cronbach’s alpha internal consistency coefficient for quantitative items in the survey has been found to be .91. Analyses of answers to open-ended questions by subject matter experts have indicated that participants’ answers are directly associated with the information anticipated from these questions. Based on the obtained findings, it is possible to say that the Turkish adaptation of the Readiness to Teach Online Survey is a valid and reliable measurement tool for higher education institutions in Turkey.

Anahtar Kelimeler

• Online teaching,organizational readiness,readiness to teach online survey

Çevrimiçi Öğretime Hazırbulunuşluk Anketinin Türkçe'ye Uyarlanması

Öz

Bu çalışmada, Chi (2015) tarafından geliştirilen Çevrimiçi Öğretime Hazırbulunuşluk Anketinin Türkçeye uyarlanması amaçlanmıştır. Araştırmanın çalışma grubunu; 2015-2016 öğretim yılında Muğla Sıtkı Koçman Üniversitesi’nde görev yapan 138 öğretim elemanı oluşturmuştur. Çevrimiçi Öğretime Hazırbulunuşluk Anketi öğrenme öğretme süreci, sosyal bağ ve öğrenci katılımı, öğretim elemanlarına teknoloji desteği, ders tasarımı ve öğretimsel tasarım ve ölçme ve değerlendirme olmak üzere beş ayrı bölümden oluşmaktadır. Ankette 63 seçenekli, 13 açık uçlu ve 2 tane de yapılandırılmış maddeler içinden seçimler yapılarak yanıtlanacak sorular bulunmaktadır. Anketteki nicel veriler sağlayan maddelerin güvenirliği için hesaplanan Cronbach’s Alfa iç tutarlık katsayısı ,91 olarak bulunmuştur. Nitel verilerin analizinden elde edilen sonuçların alan uzmanları tarafından yapılan analizleri sonucunda, katılımcıların ankete verdikleri yanıtların, sorularda istenilen bilgileri doğrudan karşıladığı görülmüştür. Elde edilen bulgulara dayanarak; uyarlanan anketin Türkiye’deki yükseköğretim kurumlarında uygulanabilecek geçerli ve güvenilir bir ölçme aracı olduğu söylenebilir.

Anahtar Kelimeler

• Çevrimiçi öğretim,örgütsel hazırbulunuşluk,çevrimiçi öğretime hazırbulunuşluk anketi

Kaynakça

1. Adnan, M. (2012). So they think they are ready for distance learning..? Faculty members’ attitude towards and their potential contribution to distance learning initiatives: Muğla Sıtkı Koçman University case. Proceedings of 4th International Future-Learning Conference on Innovations in Learning for the Future 2012: e-learning (ss. 405-438). İstanbul, Turkey: İstanbul University. Adnan, M., & Boz, B. (2015). Faculty members’ perspectives on teaching mathematics online: Does prior online learning experience count?. Turkish Online Journal of Qualitative Inquiry, 6(1), 21-38. Akaslan, D., & Law, E. L. C. (2011). Measuring teachers’ readiness for e-learning in higher education institutions associated with the subject of electricity in Turkey. In Proceedings of 2011 IEEE Global Engineering Education Conference (EDUCON) içinde (ss. 481-490). New York: Institute of Electrical and Electronics Engineers, Inc. Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4), 655-673. Allen, I. E., Seaman, J., Lederman, D., & Jaschik, S. (2012). Conflicted: faculty and online education, 2012. http://www.insidehighered.com/sites/default/server_files/files/IHE-BSRG-Conflict.pdf adresinden erişildi. Allen, I. E., Seaman, J., Poulin, R., & Taylor Straut, T. (2016). Online report card: Tracking online education in the United States, 2015. Survey Report by Online Learning Consortium. Bates, A.W. (2000). Managing Technological Change: Strategies for College and University Leaders. Jossey-Bass. Borotis, S., & Poulymenakou, A. (2004). E-learning readiness components: key issues to consider before adopting e-learning interventions. In J. Nall, & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (2004) (ss. 1622-1629). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Chi, A. (2013). The journey to teaching online: A case study of faculty preparation and experiences in online teaching (Yayınlanmamış doktora tezi). Social Science Research Network. Chi, A. (2015). Development of the readiness to teach online scale (Yayınlanmamış yüksek lisans tezi). University of Denver, CO, Electronic Theses and Dissertations. Paper 1018. Dada, D. (2006). E-Readiness for developing countries: Moving the focus from the environment to the users. The Electronic Journal on Information Systems in Developing Countries, 27(6), 1-14. Gold, S. (2001). A constructivist approach to online training for online teachers. Journal of Asynchronous Learning Environments, 5(1), 35-57. Hoşgörür, T. (2011). What are the demands of the new millennium from students, learning environments and the curriculum? Yeni milenyumun öğrencilerden, öğrenme ortamlarından ve öğretim programlarından talepleri nelerdir?. Eğitim Bilimleri Araştırmaları Dergisi - Journal of Educational Sciences Research, 1(1), 123-134. Hoşgörür, V. (2016). Views of primary school administrators on change in schools and change management practices. Kuram ve Uygulamada Eğitim Bilimleri, 16(6), 2029-2045. Kaur, K., & Abas, Z. W. (2004). An assessment of e-learning readiness at Open University Malaysia. In Proceedings of the International Conference on Computers in Education (ICCE). http://eprints.oum.edu.my/115/ adresinden erişilmiştir. Knowles, M. (1984). The adult learner: A neglected species (3rd ed.). Houston, TX: Gulf Lee, J. A., & Busch, P. E. (2005). Factors relating to instructors’ willingness to participate in distance education. Journal of Educational Research, 99(2), 109-115. Lorenzetti, J. P. (2011). Motivating online faculty from the inside and the outside. Distance Education Report, 15(21), 1-8. Madden, T. (2008). Planlı değişim sürecinin okulların geliştirilmesinde kullanılması (Yayınlanmamış doktora tezi). Eskişehir: Anadolu Üniversitesi Eğitim Bilimleri Enstitüsü. Özgür, H. (2013). Uzaktan eğitim öğrencilerinin öğrenme stilleri: Trakya Üniversitesi örneği. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3(2), 85-91. Palloff, R., & Pratt, K. (2011). The excellent online instructor: Strategies for professional development. San Francisco, CA: Jossey-Bass. Shraim, K. & Khlaif, Z. (2010, Şubat). Students’ readiness towards e-learning. A case study of virtual classrooms for secondary education in Palestine. 3rd Annual Forum on e-learning Excellence in the Middle East. Dubai. 1-4 Feb 2010. Singleton, H. W., & Session, C. L (2011). Faculty concerns related to distance learning within nontraditional doctoral programs. New Directions for Adult and Continuing Education, 2011(129), 31-41. doi: 10.1002/ace.398 Smith, P. J., Murphy, K. L., & Mahoney, S. E. (2003). Towards identifying factors underlying readiness for online learning: An exploratory study. Distance Education, 24(1), 57-67. doi:10.1080/01587910303043. Soydal, İ., Alır, G., & Ünal, Y. (2012). Türk Üniversiteleri E-öğrenmeye Hazır mı? Hacettepe Üniversitesi Edebiyat Fakültesi Örneği. Prof. Dr. K. Gülbün Baydur'a Armağan içinde (ss. 133-144). Ankara: Hacettepe Üniversitesi Bilgi ve Belge Yönetimi Bölümü. Stein, S. J., Shephard, K., & Harris, I. (2011). Conceptions of e-learning and professional development for e-learning held by tertiary educators in New Zealand. British Journal of Educational Technology, 42(1), 145-165. Süer, İ., Kaya, Z., Bülbül, H. İ., Karaçanta, H., Koç, Z., & Çetin, Ş. (2005). Gazi Üniversitesi’nin uzaktan eğitim potansiyeli. The Turkish Online Journal of Educational Technology, 4(1), 107-113. Tabata, L. N., & Johnsrud, L. K. (2008). The impact of faculty attitudes towards technology, distance education and innovation. Research in Higher Education, 49, 625-646. Totaro, M. W., Tanner, J. R., Noser, T., Fitzgerald, J. F., & Birch, R. (2005). Faculty perceptions of distance education courses: A Survey. Journal of College Teaching & Learning, 7(2), 13-20. Warner, D., Christie, G., & Choy, S. (1998). Readiness of VET clients for flexible delivery including on-line learning. Brisbane: Australian National Training Authority. Watkins, R., Leigh, D., & Triner, D. (2004). Assessing readiness for e-learning. Performance Improvement Quarterly, 17(4), 66-79.