Çevri̇mi̇çi̇ Öğrenme Tutum Ölçeği̇: Geli̇şti̇ri̇lmesi̇, Geçerli̇ği̇ Ve Güveni̇rli̇ği̇

Usta, İlker

doi:10.17719/jisr.20164317786

Cited by 28 publications

(30 citation statements)

References 1 publication

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“…There are four sub-dimensions which are General Acceptance, Individual Awareness, Usefulness and Application Effectiveness with 20 expressions in the scale. It is found that Cronbach Alfa coefficient of Internal Consistency of Online Learning Attitude Scale which is developed by Usta et al (2016) is 0.904 and Cronbach Alfa coefficient of these research data is 0.914. The lowest score is 20 and the highest score is 100 which the students can get from 5 point likert type scale which changes from "strongly disagree" to "strongly agree".…”

Section: Data Ve Methodsmentioning

confidence: 66%

“…The data which are used in this study are gathered with the questionnaire on Google Forms and lost data do not emerge. Survey Model which is one of the quantitative research methods is applied and "Online Learning Attitude Scale" which is developed by Usta, Uysal and Okur (2016) is used in this study. There are four sub-dimensions which are General Acceptance, Individual Awareness, Usefulness and Application Effectiveness with 20 expressions in the scale.…”

Section: Data Ve Methodsmentioning

confidence: 99%

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The attitudes of the students of the geography departments towards online learning

Saribaş

Meydan

2020

Türk Coğrafya Dergisi

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geography departments that practice face-to-face education in universities have had to switch to online education in line with the technological infrastructure of universities. The online learning practices of geography science, which examine human and physical elements with both theoretical and applied studies, also have to differ. In this study, the attitudes of geography students who were forced to receive online education instead of studying face-to-face due to the mandatory conditions imposed by Covid-19 were investigated. The research was conducted with students studying in the geography department at a State University in Central Anatolia Region. The "Online Learning Attitude Scale" was used as the data collection tool in the study and the data obtained in the study was analyzed in the SPSS 25.0 package program. In the study, the general average score for attitudes towards online learning was 56, and it was found that geography students had a low attitude towards online learning. On the online learning attitude scale, "Most students prefer online learning to face-to-face" was the phrase that the least geography students participated in and it turned out that students do not prefer online learning by comparision with face-to-face training. Male students have a more positive attitude towards online learning than female students. Students who have own study room at home have a more positive attitude towards online learning than the students who don't.

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Section: Data Ve Methodsmentioning

confidence: 66%

Section: Data Ve Methodsmentioning

confidence: 99%

The attitudes of the students of the geography departments towards online learning

Saribaş

Meydan

2020

Türk Coğrafya Dergisi

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“…Scale studies developed for distance education are quite abundant. Among these developed scales, those belonging to Ağır, Gür and Okçu (2007), Mishra and Panda (2007), Usta et al (2016), andYıldız (2015) are important.…”

Section: Extended Abstractmentioning

confidence: 99%

“…Günümüzde ulaşım, teknoloji ve bilgi hızla geliştiği için, Dünya üzerinde bilginin, ürünlerin ve hizmetlerin hızlı dağılımını sağlamaktadır. Gelişen bilgi ve iletişim teknolojileri; eğitim kurumlarını ve eğitim sistemlerini olumlu yönde etkilemiş, eğitim programları esnek yapısıyla mevcut ihtiyaca yanıt verebilmek adına şekillenmiş ve bilginin kontrollü bir biçimde eğitim kurumlarınca bireylere sunulmasını sağlamıştır (Usta, Uysal, ve Okur, 2016). Hem Türkiye'de hem de dünyada bu alanda hızlı bir değişim ve dönüşüm söz konusudur.…”

Section: Introductionunclassified

Uzaktan Eğitim ile Coğrafya Öğretiminin Etkililiği Ölçeği: Ölçek Geliştirme, Geçerlik ve Güvenirlik Çalışması

İnce¹,

Yentür²,

Şahin³

2021

OPUS Uluslararası Toplum Araştırmaları Dergisi

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Bu araştırmanın amacı, coğrafya öğretmenlerinin uzaktan eğitimle gerçekleştirdiği coğrafya öğretiminin ne denli etkili olduğunu göstermek için kullanılacak geçerli ve güvenli bir ölçek geliştirmektir. Araştırmada oluşturulan ölçekte yer alan maddeler, araştırmacılar tarafından literatür taranarak, madde havuzu oluşturularak ve uzman görüşü alınarak tespit edilmiştir. Araştırmanın evrenini İstanbul'daki coğrafya öğretmenleri oluştururken, örneklemini 2020-2021 öğretim yılı güz döneminde İstanbul'da görev yapan tesadüfi yöntemle seçilen 356 coğrafya öğretmeni oluşturmaktadır. Coğrafya öğretmenlerine uygulanarak elde edilen ölçek verileri, açımlayıcı ve doğrulayıcı faktör analizlerine tabi tutulmuş, analiz sonuçlarına göre 5'li likert tipinde, tek boyutlu ve 13 maddeden oluşan bir ölçek elde edilmiştir. Ölçeğin madde yükleri .45 ile .78 arasında değer almakta ve uyum indeksi değerleri ise χ2/sd

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“…A review of the relevant literature shows that both empirical and theoretical research on VLEs focus on several issues such as perceived usefulness of VLEs (Sun et al, 2008;Lang, Dolmans, Muijtjens, & van der Vieuten, 2006;Yilmaz, Karaman, Karakus, & Goktas, 2014), students'attitudes (Liaw, 2008;Ogba, Saul, and Coates, 2012;Sumak, Hericko, Pusnik, & Polancic, 2011;Usta, Uysal, & Okur, 2016), perceptions of VLEs (Love & Fry, 2006), and success and motivation in blended learning environments (Unsal, 2012). The literature provides comprehensive information regarding VLEs' use in teaching and learning processes, and presents the reasons for incorporating them into education.…”

Section: Review Of Literaturementioning

confidence: 99%

Development of a Scale to Evaluate Virtual Learning Environment Satisfaction

Hamutoğlu

Gemikonakli²,

Savaşçı

et al. 2018

International Journal of Assessment Tools in Education

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Recent advances in information and communication technologies (ICT) have resulted in improvements in the delivery of education. It is a wellknown fact that learning technologies currently have a pivotal role in education. Amongst them, Virtual Learning Environments (VLEs) are widely used in education. The role of VLEs in improving quality and interaction in education as well as enabling better achievement through the use of a wealth of activities in teaching and learning is widely reported in the literature. However, there is a gap regarding the development of measurement instruments, especially in the Turkish context. Therefore, this study reports the development of a scale to evaluate students' satisfaction with respect to the use of VLEs in educational settings to address this gap. The dimensions of the scale are contribution (CONT), satisfaction (SAT), and communication (COM), and the scale is formed of 13 items. The sample consists of students enrolled in the Department of Computer Education and Instructional Technologies, studying on blended and face-to-face learning programs. First, the reliability of the instrument was calculated by Cronbach Alpha coefficient and test-retest reliability correlation coefficient. The Cronbach Alpha coefficients were found to be 0.87, 0.83, and 0.81 for CONT, SAT, and COM sub-dimensions respectively. The overall reliability of the scale was 0.92. EFA and CFA were conducted on the data collected from two different sample groups (206 and 186 students for EFA and CFA respectively) for the validity analyses of the scale. Results confirm that the scale is valid and reliable. While the t-test analysis shows no significant difference between gender groups, ANOVA revealed significant differences when year of study is considered.

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Çevri̇mi̇çi̇ Öğrenme Tutum Ölçeği̇: Geli̇şti̇ri̇lmesi̇, Geçerli̇ği̇ Ve Güveni̇rli̇ği̇

Cited by 28 publications

References 1 publication

The attitudes of the students of the geography departments towards online learning

The attitudes of the students of the geography departments towards online learning

Uzaktan Eğitim ile Coğrafya Öğretiminin Etkililiği Ölçeği: Ölçek Geliştirme, Geçerlik ve Güvenirlik Çalışması

Development of a Scale to Evaluate Virtual Learning Environment Satisfaction

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