Mobi̇l Öğrenmeye Yöneli̇k Hazirbulunuşluk Ölçeği̇: Bi̇r Uyarlama Çalişmasi

Abstract

ÖzBu araştırmanın amacı Lin, Lin, Yeh ve Wang (2016) tarafından geliştirilen Mobil öğrenme hazırbulunuşluk ölçeğini Türkçe'ye uyarlamaktır. Amaç doğrultusunda öncelikle ölçek Türkçe'ye çevrilmiş, uzman görüşü alınarak Türkçe forma son şekli verilmiştir. Ölçeğin geçerlilik ve güvenilirlik çalışmaları için 2015-2016 eğitim-öğretim yılı bahar döneminde 698 lisans öğrencinden oluşan bir çalışma grubundan elde edilen veriler kullanılmıştır. Ölçeğin yapı geçerliliği iki aşamada yapılan açımlayıcı ve doğrulayıcı faktör analizi ile tespit edilmiştir. İlk aşamada yapılan analizler sonucunda 3 alt boyutlu 17 maddelik bir ölçek elde edilmiştir. Bu ölçeğin geçerliliği için faktör analizleri tekrar edilmiştir. Sonuç olarak 3 boyut 17 maddeden oluşan ölçeğin birinci alt boyutu olan iyimserlik faktörünün 7, ikinci alt boyutu olan öz yeterlilik faktörünün 6, üçüncü alt boyutu olan kendi kendine öğrenme faktörünün 4 maddeden oluştuğu ve ölçeğin açıkladığı toplam varyans oranının %76,9 olduğu belirlenmiştir. Ölçeğin güvenilirliği ise Cronbach alfa katsayısı ve test-tekrar test yöntemi kullanılarak belirlenmiştir. Ölçeğin Cronbach alfa katsayısı .95 olarak bulunmuştur. Test-tekrar test sonucunda korelasyon katsayısı .68 olarak hesaplanmıştır. Elde edilen sonuçlara göre, Türkçe'ye uyarlanan mobil öğrenme hazırbulunuşluk ölçeğinin mobil öğrenmeye yönelik hazırbulunuşluğu ölçmek için uygun bir ölçme aracı olduğu söylenebilir. Anahtar kelimler: Mobil öğrenme, hazırbulunuşluk, ölçek uyarlama MOBILE LEARNING READINESS SCALE: AN ADAPTATION STUDY AbstractIn the present study, it was aimed to adapt the mobile learning readiness scale developed by Lin et al. (2016) covering psychological and system usage into Turkish; and to conduct relevant reliability and validity studies. Along the aforesaid purpose, first of all the scale was translated in Turkish; then its ultimate form was given based on expert opinion. For validity and reliability study of the scale, data collected from 698 undergraduate students in the spring semester of the academic year of 2015-2016 as collected. Structural validity of the scale was evaluated exploratory and confirmatory factor analysis in two stages. As result of the analyses conducted at the first stage, 3 sub-dimensions and 17-item scale were determined. Factor analyses were repeated for validity of the scale. Finally, it was determined with the scale consisted of 3-dimensions and 17 items that the first sub-dimension, optimism factor, was consisted of 7 items; the second sub-dimension, self-sufficiency factor was consisted of 6; and the third sub-dimension, self-learning factor was consisted of 4 items; and that total variance that was explained by the scale was estimated at 76.9%. Reliability of the scale was evaluated based on the Cronbach's Alpha coefficient and test and re-test methods. Cronbach's Alpha coefficient was estimated at .95. As a result of test and re-test, correlation coefficient was estimated at .68. In general, obtained results suggest that mobile learning readiness scale adapted into Turkis...

Determining the readiness levels of pre-service teachers towards mobile learning in classroom management

“…For this purpose, the questionnaires and scales used in the previous researches on mobile learning were scanned and the mobile learning readiness scale developed by Lin et al (2016) and adapted to Turkish by Gökçearslan et al (2017), was used as data collection tool in the research. For the scale developed by Lin et al (2016), a pool of 55 questions about mobile learning, readiness, mobile anxiety, and basic characteristics of mobile learning was established and scale items were administered to 319 participants for validity and reliability analyses and a 19-item mobile learning readiness scale consisting of 3 sub-dimensions was developed.…”

Matemati̇k Öğretmen Adaylarinin Mobi̇l Öğrenme Hazirbulunuşluk Düzeyleri̇ni̇n İncelenmesi̇

“…Measuring tool consists of three dimensions (optimism, selfefficacy, and self-directed learning). The scale developed by Lin et al (2016) was adapted into Turkish by Gökçearslan et al (2017). The validity and reliability studies of the adapted scale were carried out with the participation of 698 undergraduate students.…”

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

“…The increase in the use of mobile devices raises the idea of presenting the contents with these tools and equipment. Although the use of mobile devices in education is unrequited in the literature, it is seen in many studies (Çelik, 2013;Gökçearslan, Solmaz and Kukul, 2017) called mobile learning. According to Gökçearslan, Solmaz and Kukul (2017), mobile learning is a form of learning in which classroom learning activities are carried out, consisting of light vehicles, which can be carried by individuals such as smartphones, tablets, laptops and palm computer technologies.…”

“…Although the use of mobile devices in education is unrequited in the literature, it is seen in many studies (Çelik, 2013;Gökçearslan, Solmaz and Kukul, 2017) called mobile learning. According to Gökçearslan, Solmaz and Kukul (2017), mobile learning is a form of learning in which classroom learning activities are carried out, consisting of light vehicles, which can be carried by individuals such as smartphones, tablets, laptops and palm computer technologies. When the literature is examined, it is seen that researches examining the effect of mobile learning on students 'motivations (Chen, Chang and Wang, 2008;Chen, Kao and Sheu, 2003;Liaw, Hatala and Huang, 2010) and researches on the students' academic success (Hwang and Chang, 2011;Hwang, Kuo, Yin and Chuang, 2010).…”