Çevrimiçi Öğrenmede Öğrenci Özerkliği: Ölçek Geliştirilmesi ve Doğrulanması

Year 2023, Volume: 13 Issue: 1, 116 - 125, 30.04.2023

Gülgün Afacan Adanır , Yasemin Gülbahar Güven

https://doi.org/10.5961/higheredusci.1152249

Abstract

Çevrimiçi öğrenmede, özerklik akademik başarı için önemli faktörlerden biridir ve öğrenenlerin kendi becerilerinin farkında olmaları
akademik performans üzerinde etkilidir. Dolayısıyla bu çalışmanın amacı, çevrimiçi öğrenme ortamlarında öğrenen özerkliğinin
değerlendirilmesi için geçerli ve güvenilir bir ölçme aracı geliştirmektir. Hem mevcut literatüre hem de çevrimiçi öğrenme alanındaki
uzmanların algılarına dayalı olarak bir madde havuzu oluşturulmuştur. Araştırmanın örneklemini çevrimiçi ders alan 903 üniversite
öğrencisi oluşturmuştur. Çalışma, ölçeğin dört boyut altında 28 maddeden oluştuğunu ortaya koymuştur: öz kontrol, öz yansıtma, öz
etkileşim ve öz motivasyon. Doğrulayıcı faktör analizi, maddelerin çalışma tarafından tanımlanan faktörlere uygun şekilde yüklendiğini
kanıtlamıştır. Bu bulgulara dayalı olarak öğrenen özerkliği ölçeğinin çevrimiçi öğrenme ortamlarında var olan öğrenen özerkliğini ölçmede
kullanılabilecek geçerli ve güvenilir bir araç olduğu görülmüştür

Keywords

öğrenen özerkliği, çevrimiçi öğrenen, çevrimiçi öğrenme, ölçek geliştirme

Learner Autonomy in Online Learning: Development and Validation of a Scale

Abstract

In online learning, autonomy is one of the significant factors for academic success, and learners’ being aware of her/his skills can have
effect on academic performance. Hence, the purpose of this study is to develop a valid and reliable measurement scale for the evaluation
of learner autonomy in online learning environments. An item pool was generated based on both existing literature and perceptions of
experts in the field of online learning. The sample of the study consisted of 903 university learners taking online courses. The study revealed
that the scale consists of 28 items under four dimensions: self-control, self-reflection, self-interaction, and self-motivation. Confirmatory
factor analysis proved that the items were appropriately loaded into the factors defined by the study. Based on these findings, the learner
autonomy scale was found to be a valid and reliable instrument that may be employed in measuring learners’ autonomy which exist in
online learning environments.

Keywords

learner autonomy, online learner, online learning, scale development

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