A validity and reliability study of the Online Cooperative Learning Attitude Scale (OCLAS)

Korkmaz, Özgen

doi:10.1016/j.compedu.2012.05.021

Cited by 70 publications

(72 citation statements)

References 23 publications

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“…In order to measure the participants' attitudes towards online cooperative learning, the Online Cooperative Learning Attitude Scale developed by Korkmaz (2012) was used. The scale included two factors: positive attitudes and negative attitudes.…”

Section: Data Collection Toolsmentioning

confidence: 99%

Learner Views about Cooperative Learning in Social Learning Networks

Çankaya¹,

Yünkül²

2017

IES

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The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group, Edmodo small groups were formed, and the students used these Edmodo small groups to share and communicate with their group friends in relation to the group tasks assigned to them within the scope of the study. This process lasted one academic term. As the data collection tool, an online cooperative learning attitude scale and a semi-structured interview form were used. At the end of the academic term, 15 students were interviewed about their cooperative learning experiences within the scope of the course as well as about how they made use of Edmodo in the process. The results demonstrated that the students had positive attitudes towards online cooperative learning. The findings obtained via the qualitative data analysis were examined under the headings of "social networks used", "preferences of forming groups", "communication within group" and "views about the courses executed via Edmodo".

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Section: Data Collection Toolsmentioning

confidence: 99%

Learner Views about Cooperative Learning in Social Learning Networks

Çankaya¹,

Yünkül²

2017

IES

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“…Hemos, por tanto, de reivindicar la importancia de utilizar en nuestras aulas este tipo de estrategias al permitir un aprendizaje intersubjetivo que mejora los resultados, debido a que la elaboración del conocimiento se realiza entre todos (Aubert et al, 2008;Korkmaz, 2012). Lo diverso, diferente y lo altamente creativo e innovador sirve como instrumento que motiva a los alumnos a trabajar y a estudiar y eso se alcanza, especialmente, a través de las estrategias de aprendizaje cooperativo.…”

Section: Grado De Educación Infantilunclassified

“…Johnson y Johnson (2004) destacaron cómo existe un elevado número de docentes que muestran determinadas reticencias a introducir técnicas de aprendizaje cooperativo en su práctica en el aula debido a la creencia de que el trabajo individual es el modo más natural de aprendizaje, resistencia a asumir las responsabilidades de otros, incertidumbre acerca de cómo lograr el funcionamiento adecuado de los grupos, miedo a no saber utilizar los grupos cooperativos para mejorar la enseñanza y el aprendizaje, preocupación por el tiempo y el esfuerzo. Por su parte, una gran parte del alumnado también se muestra reacio a participar en este tipo de aprendizaje (Korkmaz y Yesil, 2011;Nam y Zellner, 2011), pues nos encontramos casos en los que parte del grupo elude sus responsabilidades, poniendo en peligro el éxito de este tipo de aprendizaje (Korkmaz, 2012).…”

Section: Grado De Educación Infantilunclassified

Percepciones hacia el aprendizaje cooperativo en estudiantes del Grado de Maestro

Palomino

Ruiz

2013

REDU

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ResumenEl Espacio Europeo de Educación Superior ha traído consigo un cambio significativo en las prácticas tradicionales de la enseñanza universitaria, introduciendo importantes modificaciones en la metodología docente; de este modo se ha pasado de un modelo centrado en la enseñanza a un modelo centrado en el aprendizaje del alumno. En este trabajo se presenta una investigación dirigida a estudiantes de primer curso del Grado de Educación Infantil y Educación Primaria de la Universidad de Jaén, con la intención de conocer sus actitudes y percepciones hacia el desarrollo de estrategias cooperativas en su proceso de aprendizaje. Para ello, la muestra objeto de estudio ha sido seleccionada mediante un muestreo de tipo accidental o causal, estando formada por todos aquellos alumnos que contestaron al cuestionario proporcionado una vez cursaron la asignatura (n=416). Los resultados obtenidos han demostrado la percepción favorable del alumnado encuestado hacia este tipo de metodología, valorando de forma positiva tanto la planificación planteada por el profesor como su repercusión hacia su proceso de aprendizaje. Asimismo, los datos aportados han revelado cómo son los alumnos de mayor edad así como aquellos que están cursando el Grado de Educación Infantil los que se muestran más receptivos hacia este tipo de metodología. Sin duda, se trata de una experiencia de innovación en el ámbito de Educación Superior la cuál ha planteado importantes avances en el proceso de enseñanza de los estudiantes universitarios.Palabras clave: Aprendizaje cooperativo, alumnado, estudios de Grado, metodología docente.

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“…The factor structure consisting of 19 items and 2 factors is verified. Korkmaz [20] expresses that, confirmatory factor analysis is a structural equation model that deals with the relations between the scaling techniques of hidden variables and observed measurements. The calculations applied in order to determine the reliability are internal consistency and test-retest calculations.…”

Section: Discussionmentioning

confidence: 99%

A Validity and Reliability Study of the Basic Electronics Skills Self-Efficacy Scale (BESS)

Korkmaz

2016

Int. J. Eng. Ped.

Self Cite

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Abstract-The aim of this study is to improve a measurement tool to evaluate the self-efficacy of ElectricalElectronics Engineering students through their basic electronics skills. The sample group is composed of 124 Electrical-Electronics engineering students. The validity of the scale is analyzed with two different methods through factor analysis and distinctiveness. To evaluate the how much each item that exists in the scale can measure the factor they belong to, item total factor correlations and corrected correlations are calculated on the data. According to the acquired values, each item and each factor in the scale are found to serve to the run-of the scale and the aim of scaling the desired facility, in a meaningful level. Moreover, analyzing the t value related to the differences between the groups of top 27% and bottom 27%, the item distinctiveness's are researched and it is detected that the distinctiveness of both of the run-of the scale and each one of the items is high level; in other words, it is detected that each item is distinctive in the desired level. The internal consistency coefficients of the scale is calculated using two congruent halves correlations, Cronbach Alpha, Sperman-Brown formula and Guttmann split-half reliability formula. Consequently, it is concluded that the scale is a reliable and valid scale and this scale can be used to determine the basic electronics skills of the Electrical-Electronics Engineering students through their selfperceptions.

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A validity and reliability study of the Online Cooperative Learning Attitude Scale (OCLAS)

Cited by 70 publications

References 23 publications

Learner Views about Cooperative Learning in Social Learning Networks

Learner Views about Cooperative Learning in Social Learning Networks

Percepciones hacia el aprendizaje cooperativo en estudiantes del Grado de Maestro

A Validity and Reliability Study of the Basic Electronics Skills Self-Efficacy Scale (BESS)

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