Development of a Scale to Address the Acceptance and Use of Online Social Networking Sites for Instructional Purposes

Year 2017, Volume: 8 Issue: 1, 52 - 82, 15.03.2017

Elif Buğra Kuzu Demir , Yavuz Akbulut

https://doi.org/10.16949/turkbilmat.298120

Cited By: 3

Abstract

The current study aimed to develop a scale to address the acceptance and use of online social networking sites (SNSs) for instructional purposes among information technology teachers. The theoretical framework of the scale was based on The Unified Theory of Acceptance and Use of Technology (UTAUT). Data were collected from computer education departments of three state universities to conduct an exploratory factor analysis (n: 302) followed by a confirmatory factor analysis (n: 210). Analyses revealed a four-factor structure which sheltered 36 items. It was observed that acceptance and use of SNSs for instructional purposes were composed of performance expectancy, effort expectancy, social influence and behavioral intention, which explained 67.02 percent of the total variance with a high internal consistency coefficient (α=.97). The confirmatory analysis on the four-factor structure revealed acceptable fit indices as well (RMSEA= 0.075; SRMR=0.080; NNFI= .094; CFI= .094; α=.93). Higher scores from the scale can be interpreted as higher acceptance rate and tendency to use SNSs for instructional purposes.

Keywords

Information technologies, online social networks, acceptance of innovations, the unified theory of acceptance and use of technology

Çevrimiçi Sosyal Ağların Öğretim Amaçlı Kabul ve Kullanımı Ölçeğinin Geliştirilmesi

Abstract

Bu çalışmada bilişim teknolojileri (BT) öğretmen
adaylarının çevrimiçi sosyal ağları (ÇSA) öğretim amaçlı kabul ve kullanım
süreçlerine ilişkin bir ölçek geliştirilmiştir. Geliştirilen ölçeğin kuramsal
çerçevesini teknoloji kabul modellerinden “Teknoloji Kabul ve Kullanım
Birleştirilmiş Model”i oluşturmuştur. Açımlayıcı faktör analizi (AFA) için 302,
doğrulayıcı faktör analizi (DFA) için 210 olmak üzere üç farklı devlet
üniversitesinin Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümü
öğrencilerinden veri toplanmıştır. Analizler sonucunda 36 maddeden oluşan dört
faktörlü bir yapı ortaya konmuştur. ÇSA’ları öğretim amaçlı olarak kabul ve
kullanım durumlarının performans beklentisi, çaba beklentisi, sosyal etki ve
kullanma niyetlerinden etkilendiği sonucuna ulaşılmış; bu dört faktör toplam
varyansın %67,02’sini açıklamış, yüksek bir iç tutarlılık katsayısı
sergilemiştir (α=.97). Dört faktörlü bu yapıya ilişkin DFA sonucunda da kabul
edilebilir uyum değerlerine ulaşılmıştır (RMSEA= 0.075; SRMR=0.080; NNFI= .094;
CFI= .094; α=.93). Ölçekten alınan
yüksek puan, BT öğretmen adaylarının ÇSA’ları öğretim amaçlı kabul durumlarının
ve mesleki yaşamlarında kullanma eğilimlerinin yüksek olduğuna işaret
etmektedir. 

Keywords

Bilişim teknolojileri, çevrimiçi sosyal ağlar, yeniliklerin kabulü, teknoloji kabul ve kullanım birleştirilmiş modeli

References

• Birch, A., & Irvine, V. (2009). Preservice teachers’ acceptance of ICT integration in the classroom: Applying the UTAUT model. Educational Media International, 46(4), 239-315.
• Brisson, G. E., Fisher, M. J., LaBelle, M. W., & Kozmic, S. E. (2015). Defining a mismatch: Differences in usage of social networking sites between medical students and the faculty who teach them. Teaching and Learning in Medicine, 27(2), 208-214.
• Brown, T. A. (2006). Confirmatory factor analysis for applied research (1. baskı). New York, NY: Guilford.
• Butcher, M. F. (2010). Online social networks and their impact on student expectations of university-provided learning technology (Doctoral dissertation). Northern Arizona University, San Francisco.
• Büyüköztürk, Ş. (2004). Veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
• Catell, R. B. (1978). The scientific use of factor analysis. New York: Plenum.
• Chang, L. (1994). A psychometric evaluation of 4-point and 6-point likert-type scales in relation to reliability and validity. Applied Psychological Measurement, 18(3), 205-215.
• Cheung, C. M. K., Chiu, P., & Lee, M. K. O. (2011). Online social networks: Why do students use Facebook? Computers in Human Behavior, 27, 1337-1343.
• Chomeya, R. (2010). Quality of psychology test between likert scale 5 and 6 points. Journal of Social Sciences, 6(3), 399-403.
• Cohen, L. Manion. L., & Morrison, K.(2007). Research methods in education. New York, NY: Routledge.
• Field, A. (2009). Discovering statistics using SPSS (3. baskı). London: Sage
• Fishbein, M. A., & Ajzen, I. (1975). Belief, attitude, intention and behavior: An introduction to theory and research. Reading, MA: Addison-Wesley.
• Garland, R. (1991). The mid-point on a rating scale: is it desirable? Marketing Bulletin, 2, 66-70.
• Glynn, C. J., Huge, M. E., & Hoffman, L. H. (2012). All the news that’s fit to post: A profile of news use on social networking sites. Computers in Human Behavior, 28, 113-119.
• Gorsuch, R. L. (1983). Factor analysis (2.baskı). Hillsdale, NJ: Erlbaum.
• Hair, J. R., Anderson, R. R, Tatham, R. L., & Black, W.C. (1998). Multivariate data analysis (5. Baskı). Upper Saddle River, NJ: Prentice Hall.
• Hamid, S., Chang, S., & Kurnia, S. (2009, Aralık). Identifying the use of online social networking in higher education. Paper presented at Ascilite Auckland 2009: Same places, different spaces, Melbourne Üniversitesi, Auckland.
• Harrington, D. (2009). Confirmatory factor analysis. New York, NY: Oxford University Press.
• Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66(2006), 393-416.
• Kaya, A. (2011). Öğretmen adaylarıın sosyal ağ sitelerini kullanım durumları ve İnternet bağımlılığı düzeyleri (Yüksek lisans tezi). Ege Üniversitesi, İzmir.
• Keller, C., Hrastinski, S., & Carlsson, S. (2007). Students` acceptance of e-learning environments: A comparative study in Sweden and Lithuania. In H. Österle, J. Schelp, & R. Winter (Eds.), ECIS 2007 Proceedings (pp. 395-406). ST. Gallen: St. Gallen Üniversitesi.
• Kijsanayotin, B., Pannarunothai, S., & Speedie, S. M. (2009). Factors influencing health information technology adoption in Thailand’s community health centers: Applying the UTAUT model. International Journal of Medical Informatics, 78, 404-416.
• Kline, R. B. (2011). Principles and practice of structural equation modeling (3. baskı). New York, NY: Guilford.
• Kumar, A., & Lim, H. (2008). Age differences in mobile service perceptions: Comparison of Generation Y and baby boomers. Journal of Services Marketing, 22(7), 568-577.
• Kuzu, E. B., & Akbulut, Y. (2013). Use of online social networking sites among pre-service information technology teachers. World Journal on Educational Technology, 5(3), 358-370.
• Lam, J. (2015). Collaborative learning using social media tools in a blended learning course. Hybrid Learning: Innovation in Educational Practices, 9167, 187-198.
• Lewis, C. C., Fretwell, C. E., Ryan, J., & Parham, J. B. (2013). Faculty use of established and emerging Technologies in higher education: A unified theory of acceptance and use of technology perspective. International Journal of Higher Education, 2(2), 22-34.
• Lin, C., & Anol, B. (2008). Learning online social support: An investigation of network information technology based on UTAUT. CyberPsychology & Behavior, 11(3), 268-272.
• Nagi, K., & Vate-U-Lan, P. (2009). Using emergent technologies for facilitating engaged learning in a virtual learning environment. International Journal of the Computer, The Internet and Management, 17(1), 61-66.
• Noble, S. M., Haytko, D. L., & Philips, J. (2009). What drives college-age Generation Y consumers? Journal of Business Research, 62(6), 617-628.
• O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instruments, & Computers, 32(3), 396-402.
• Onibokun, J. A. (2012). Modelling the acceptance and behaviour of university students in relation to social-networking sites (Doktora tezi). Teesside Üniversitesi, Middlesbrough.
• Pallant, J. (2013). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (5. Baskı). UK: McGraw-Hill Education.
• Pempek, T. A., Yermolayeva, Y. A., & Calvert, S. L. (2009). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227-238.
• Pimmer, C., Linxen, S., & Gröhbiel, U. (2012). Facebook as a learning tool? A case study on the appropriation of social network sites from mobile phones in developing countries. British Journal of Educational Technology, 43(5), 726-738.
• Prensky, M. (2001a). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6.
• Prensky, M. (2001b). Digital natives, digital immigrants, part II: Do they really think differently? On the Horizon, 9(6), 1-6.
• Raykov, T., & Marcoulides, G. A. (2008). An introduction to applied multivariate analysis (1. baskı). New York, NY: Taylor & Francis.
• Taylor, S., & Todd, P. A. (1995). Understanding information technology usage: A test of competing models. Information System Research, 6(2), 144-176.
• Thompson, B. (2004). Exploratory and confirmatory factor analysis: Understanding concepts and applications (1. baskı). Washington, DC: American Psychology Association.
• Tınmaz, H. (2013). Sosyal ağ web siteleri ve sosyal ağların eğitimde kullanımı. K. Çağıltay & Y. Göktaş (Ed.), Öğretim teknolojilerinin temelleri: Teoriler, araştırmalar, eğilimler içinde (s. 615-630). Ankara: PegemA Akademi.
• Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: Four longitudinal field studies. Management Science, 46(2), 186-204.
• Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425-478.
• Venkatesh, V., & Zhang, X. (2010). Unified theory of acceptance and use of technology: U.S. vs. China. Journal of Global Information Technology Management, 13(1), 5-27.
• Vie, S. (2008). Digital divide 2.0: “Generation M” and online social networking sites in the composition classroom. Computers and Composition, 25(1), 9-23.
• Wang, H., & Wang, S. (2010). User acceptance of mobile Internet based on the unified theory of acceptance and use of technology: Investigating the determinants and gender differences. Social Behavior and Personality, 38(3), 415-426.