Üniversite Öğrencileri Dijital Yeterlikler Ölçeğinin Türkçeye Uyarlama Çalışması

Year 2022, Volume: 12 Issue: 1, 122 - 132, 30.04.2022

Gülgün Afacan Adanır , Yasemin Gülbahar Güven

Abstract

Bu çalışmanın amacı, Avrupa Komisyonu'nun Dijital Yetkinlik (DigCom) çerçevesine dayalı olarak geliştirilen Üniversite Öğrencilerinin Temel Dijital Yeterlilikleri 2.0 - COBADI® ölçeğini Türkçeye uyarlayarak, formun güvenilirliğini ve geçerliliğini belirlemektir. COBADI ölçeğinin orijinal hali İngilizce olup, 31 madde ve 4 boyuttan oluşmaktadır. İlk olarak COBADI ölçeği Türkçeye çevrilerek alan uzmanları tarafından kontrolleri gerçekleştirilmiştir. COBADI ölçeğinin geçerlilik ve güvenirliği, Türkiye'deki bir devlet üniversitesinde gerçekleştirilmiştir. Açımlayıcı faktör analizi kapsamında 300 öğrencinin verisi, doğrulayıcı faktör analizi kapsamında 440 öğrencinin verisi kullanılmıştır. Ölçeğin geçerliğini araştırmak için açımlayıcı faktör analizi kullanılmıştır. Açımlayıcı faktör analizi sonuçları ve Avrupa Komisyonu’nun Dijital Yeterlilikler 2.1 çerçevesi göz önüne alınarak faktör isimlendirmesi gerçekleştirilmiştir. Faktör 1 Dijital içerik geliştirme olarak, Faktör 2 Bilgi ve veri okuryazarlığı olarak, Faktör 3 İletişim olarak, Faktör 4 Üniversitenin sanal araçları ve sosyal iletişimi olarak, Faktör 5 Problem çözme olarak belirlenmiştir. Ölçeğin Türkçe formunun yapı geçerliliği için doğrulayıcı faktör analizi uygulanmıştır. Cronbach Alfa iç tutarlık katsayıları hesaplanarak ölçeğin güvenirliği doğrulanmıştır. Yapılan analizlere göre COBADI ölçeğinin Türkçe formunun geçerlik ve güvenirliği doğrulanmıştır.

Keywords

Bilgi ve iletişim teknolojileri, dijital okur yazarlık, dijital yeterlik, ölçek uyarlama, yükseköğretim

Turkish Adaptation of University Students’ Basic Digital Competences Scale

Abstract

The purpose of this study is to identify the reliability and validity of the Turkish form of University Students’ Basic Digital Competences 2.0 - COBADI® scale, which was developed based on European Commission’s Digital Competence (DigCom) framework. The original version of the COBADI scale is English and consists of 31 items under 4 dimensions. Firstly, the COBADI scale was translated into Turkish and the controls were carried out by field experts. Validity and reliability of the COBADI scale was conducted in a state university of Turkey. Data from 300 students were used within the scope of exploratory factor analysis, and data from 440 students within the scope of confirmatory factor analysis. Exploratory Factor Analysis was employed in order to investigate the validity of the scale. Factor naming was carried out considering the results of the exploratory factor analysis and the Digital Competences 2.1 framework of the European Commission. Factors were determined as Digital content development, Information and data literacy, Communication, University's virtual tools and social communication, and Problem solving. Confirmatory Factor Analysis was applied for the construct validity of the Turkish form of the scale. The reliability of the scale was verified by calculating the Cronbach Alpha internal consistency coefficients. The internal consistency coefficient of the scale was calculated. According to the analyzes conducted in the study, the validity and reliability of the Turkish form of the COBADI scale were verified.

Keywords

Digital competency, digital literacy, higher education, information and communication technology, scale adaptation

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