Çevrimiçi Öğrenmeye Yönelik Hazır Bulunuşluk Ölçeği'nin (ÇÖHBÖ) Türkçe Formunun Geçerlik ve Güvenirlik Çalışması

Bu araştırmada, Hung, Chou, Chen ve Own (2010) tarafından geliştirilen Çevrimiçi Öğrenmeye Yönelik Hazır Bulunuşluk Ölçeği'nin (ÇÖHBÖ) Türkçeye uyarlanması ve ölçeğin psikometrik özelliklerinin incelenmesi amaçlanmaktadır. Araştırma 2012-2013 Öğretim Yılı Bahar Döneminde, Gaziantep ve Dicle Üniversiteleri'nden toplam 405 üniversite öğrencisi üzerinde yürütülmüştür. Dilsel eşdeğerlik çalışmasında, ÇÖHBÖ'nün Türkçe ve İngilizce formlarında bulunan maddeler arasında. 79 ile. 98 arasında değişen güçlü ve anlamlı korelasyonlar saptanmıştır. ÇÖHBÖ'nün Türkçe formunun faktör yapısı Doğrulayıcı Faktör analizi ile incelenmiştir. DFA sonucunda, ÇÖHBÖ'nün orijinal formundaki beş faktörlü yapının Türk örnekleminde doğrulandığı belirlenmiştir. Uyum geçerliği kapsamında, ÇÖHBÖ ile Eğitsel Amaçlı İnternet Kullanımı Öz Yeterlik İnancı Ölçeği arasındaki korelasyon hesaplanmış ve iki ölçek arasında pozitif yönde, orta düzeyde ve anlamlı bir ilişki saptanmıştır. Güvenirlik analizi sonucunda iç tutarlılık, test yarılama, test tekrar test ve bileşik güvenirlik yöntemleriyle hesaplanan güvenirlik katsayılarının kabul edilebilir sınırlar içerisinde yer aldığı tespit edilmiştir. Madde analizi sonucunda, düzeltilmiş madde toplam korelasyonlarının. 58 ile. 87 arasında değiştiği ve %27'lik alt-üst grupların ortalamaları arasındaki farkların ölçekte yer alan tüm maddeler için anlamlı olduğu belirlenmiştir. Bu sonuçlar, ÇÖHBÖ'nün Türkçe formunun üniversite öğrencilerinin çevrimiçi öğrenmeye yönelik hazır bulunuşluklarını ölçmek amacıyla kullanılabilecek geçerli ve güvenilir bir ölçme aracı olduğunu göstermektedir.

Anahtar Kelimeler:

çevrimiçi öğrenme, çevrimiçi öğrenmeye yönelik hazır bulunuşluk, çevrimiçi öğrenmeye yönelik hazır bulunuşluk ölçeği, geçerlik, güvenirlik.

Çevrimiçi Öğrenmeye Yönelik Hazır Bulunuşluk Ölçeği'nin (ÇÖHBÖ) Türkçe Formunun Geçerlik ve Güvenirlik Çalışması

The purpose of this study is to adapt the Online Learning Readiness Scale (OLRS) developed by Hung, Chou, Chen and Own (2010) to Turkish and to investigate its psychometric properties. The study was conducted on 405 university students who studied different subjects at Dicle and Gaziantep Universities during the Spring Term of the 2012-2013 Academic Year. The findings on the linguistic equivalence indicated that the correlation between the items included in Turkish and original form varied between .79 and .98. Confirmatory Factor Analysis (CFA) was conducted on the scale to reveal construct validity. CFA results showed that the five factors of the original scale were confirmed. As for the concurrent validity, the calculation of correlation between the OLRS and Educational Internet Use Self-Efficacy Beliefs Scale reported positive, moderate and significant relationship. As a result of reliability analysis, it was determined that the internal consistency, split half, test-retest and composite reliability coefficients were within acceptable limits. The item analysis reported that the corrected item total correlations ranged from .58 and .87 and the differences between the top and bottom 27% groups were significant for all the items included in the scale. All these findings suggest that the Turkish version of the OLRS is a valid and reliable instrument that can be used to measure university students' readiness for online learning.

Keywords:

online learning, readiness for online learning, online learning readiness scale, validity, reliability,

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