ADAPTATION OF STUDENTS’ ACCEPTANCE OF ONLINE LEARNING SCALE INTO TURKISH: VALIDITY AND RELIABILITY STUDY

Yıl 2024, Cilt: 25 Sayı: 4, 97 - 108, 01.10.2024

Muhammet İbrahim Akyurek , Ali Battal

https://doi.org/10.17718/tojde.1352331

Öz

Online learning has been conducted in recent years, especially during crises. There have been some studies to increase its effectiveness. Acceptance of online learning is important and affects learners’ comfort and their future use. The purpose of this study was to adopt the acceptance of online learning scale into Turkish culture which was developed to determine students’ acceptance of online learning in a developing country Survey model was adapted in this study, and data were collected from 384 participants studying in a public university. Confirmatory Factor Analysis (CFA) was performed to check the validity of the scale and Cronbach’s alpha coefficient was calculated to assess the reliability of the adapted scale. Five-factor structure of the scale was confirmed, and multiple goodness-of-fit indices, X2/sd, CFI, RMSEA, SRMR, GFI, and TLI/NNFI were in the range of acceptance levels in the literature. The calculated Cronbach’s Alpha values ranged between .81 and .94 in the total and sub-factors, which were above the recommended value in the literature. The adapted scale could be used by researchers and educators to detect the acceptance of online learning at different intervals.

Anahtar Kelimeler

Acceptance of online learning scale, adaptation, validity, reliability

Etik Beyan

Before the data collection process, Ethics Committee Approval from the Scientific Ethics Evaluation Committee of a public university dated 04.07.2023 and numbered E-16343714-605.02-544158) was received in order to carry out this study.

Kaynakça

• Alenezi, A. R., Karim, A. A., & Veloo, A. (2011). Institutional support and e-learning acceptance: An extension of the technology acceptance model. International Journal of Instructional Technology and Distance Learning, 8(2), 3–16.
• Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
• Aguilera-Hermida, A. P., Quiroga-Garza, A., Gómez-Mendoza, S., Del Río Villanueva, C. A., Avolio Alecchi, B., & Avci, D. (2021). Comparison of students’ use and acceptance of emergency online learning due to COVID-19 in the USA, Mexico, Peru, and Turkey. Education and Information Technologies, 26(6), 6823–6845. https://doi.org/10.1007/s10639-021-10473-8
• Battal, A., Kayaduman, H., & Polat, H. (2023). The Use of Gamification Elements in an Online Introduction to Programming Course. In G. Durak & S. Cankaya (Eds.), Shaping the Future of Online Learning: Education in the Metaverse (pp. 284-300). IGI Global. https://doi.org/10.4018/978-1-6684-6513-4.ch015
• Beldad, A. D., & Hegner, S. M. (2018). Expanding the technology acceptance model with the inclusion of trust, social influence, and health valuation to determine the predictors of German users’ willingness to continue using a fitness app: A structural equation modeling approach. International Journal of Human–computer Interaction, 34(9), 882–893. https://doi.org/10.1080/10447318. 2017.1403220