Mobil Öğrenmeye Yönelik Tutum Ölçeği Geliştirme Çalışması

Abstract

This present study was conducted with the purpose of developing an attitude scale towards mobile learning. Related literature was reviewed primarily in the process of developing the scale. Then by seven open-ended questions related with mobile learning were asked to 78 students. Taking the advantages of the data collected and the expert opinions, an item pool including 57 items was developed. In order to insure the content validity, the experts' opinions were used. In accordance with the recommendations and the opinions of the experts, the items were re-evaluated. The items which did not include attitude expression or which were alike were removed from the scale item pool. After making the revisions, the item pool included 52 items. These items created as five-point Likert-type and rated as totally agree (5), agree (4), partially agree (3), disagree (2), totally disagree (1). The pilot study was conducted with 326 undergraduate students, who studies in different departments in Dokuz Eylül University, Buca Faculty of Education and Anadolu University, Faculty of Education, in the first term of the 2013-2014 academic year. KMO value found as .936. 21 items of the scale grouped by four factors and explain the %51.116 of the total variance of the scale is determined in the result of factor analysis. 45 items which item load is higher than .40 were included to scale. The last version of the scale consists four factors and 45 items which loadings are between .82 and .40. The Cronbach's alpha internal consistency coefficient which belongs the last version of the scale was computed as .950 and was seen as very highly reliable. The item analysis based on the difference between the upper and lower group results of the all items in the scale found significantly distinguished (p<.05). This research is expected to contribute researchs which will be held in the field of mobile learning with undergraduate students.

Mobile devices use in analyzing the engineering students attitude towards programming by using a fuzzy logic technique

“…The inference step executes based on the rule base. The fuzzy output values obtained after this stage are passed to the defuzzification stage and converted to digital values in this step [6].…”

“…A fuzzy logic-based online module for students to reach educational materials appropriate to their learning levels is developed in [11]. In [6], fuzzy logic is used to evaluate the academic performance of four faculty members from different departments. A model that is based on the fuzzy analytic hierarchy process is developed to evaluate academic performance in [5].…”

Mobil Öğrenmeye Yönelik Tutumun Öğrenme Tutumuna Etkisi / The Effect of Mobile Learning on Learning Attitude Experience

“…The universe of the study consists of the students enrolled in Pedagogical Formation Certificate Training program at Fırat University while the sample is composed of students chosen from the universe by random sampling method. In this study, Attitude Scale towards Mobile Learning developed by Demir and Akpınar (2016) and Attitude Scale about Learning developed by Kara (2010) were used. The Attitude scale towards Mobile Learning consists of 4 sub-dimensions: Satisfaction, Impact to Learning, Motivation and Usability.…”

“…Bu araştırmada, Demir ve Akpınar (2016) Korelasyon değerlerinin .75'den büyük olması (Vupa ve Alma, 2008) çoklu bağlantı problemi olup olmadığı konusunun araştırılmasını gerekli kılmaktadır. Hesaplanan VIF değerlerine göre çoklu bağlantı problemi yoktur.…”

Öğretmen Adaylarinin Mobi̇l Öğreni̇me Yöneli̇k Tutumlarinin Teknopedagoji̇k Alan Bi̇lgi̇si̇ Açisindan İncelenmesi̇

“…Alanyazında; bireylerin demografik özelliklerinin mobil öğrenime yönelik tutumlarına etkisini (Demir ve Akpınar, 2016;Chen, Kao ve Sheu, 2003;Liaw, Hatala ve Huang, 2010), mobil öğrenmenin başarıya olan etkisini (Philip ve Garcia, 2015;Yang, Guo ve Yu, 2015;Hwang ve Chang, 2011;Hwang, Kuo, Yin ve Chuang, 2010) ve öğretenlerin mobil öğrenmeye yönelik görüşlerini (Menzi, Önal, & Çalışkan, 2012;Yıldırım, Yaşar ve Duru, 2016;Uzunboylu, Hürsen, Öztürk ve Demirok, 2015) inceleyen çok sayıda araştırmaya rastlanmıştır. Ayrıca öğrencilerin, mobil öğrenime yönelik tutum ve görüşlerinin (Kim, Mims ve Holmes, 2006;Golshan ve Tafazoli, 2014;Uzunboylu ve diğ., 2015) incelendiği araştırmalar da vardır.…”