Affiliation:
1. GAZI UNIVERSITY, GAZİ FACULTY OF EDUCATION
2. Gazi Üniversitesi
Abstract
The distance education process, which started without adequate preparation due to the COVID 19 pandemic, is called emergency distance education or emergency remote teaching terms in literature. The adaptation and satisfaction of the instructors to this process draws attention as an important variable. The aim of the study is to develop a valid and reliable measurement tool in order to determine the satisfaction levels of the instructors who teach in the emergency remote teaching process. The study started with the creation of the item pool with the literature review and continued with the evaluation of the items through expert opinion. . As a result of the exploratory factor analysis made with the data obtained from 400 instructors, a scale containing 28 items in 5 factors was obtained. These factors are named as “the instructor's belief in distance education”, “the instructor's competence in distance education”, “ICT infrastructure”, “the student-instructor interaction”, “flexibility and opportunities”. The structure of the scale, which consists of 5 dimensions and 27 items, was confirmed by the confirmatory factor analysis verified with the data obtained from 453 instructors. The reliability of the scale was calculated as .93 with the 2022-2023 fall and spring semester data obtained from 340 instructors.
Publisher
Sakarya University Journal of Education
Subject
Psychiatry and Mental health,Neuropsychology and Physiological Psychology
Reference58 articles.
1. Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in society, 63, 101317.
2. Ateş, V., & Güyer, T. (2016). Bir Öğrenme Yönetim Sisteminin Öğretim Elemanları Tarafından Değerlendirilmesi: Gazi Üniversitesi Örneği. Journal of Information Technologies, 9(1), 1. https://doi.org/10.17671/btd.01463
3. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://oce.ovid.com/article/00006832-197703000-00002
4. Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139–161. https://doi.org/https://doi.org/10.1016/0167-8116(95)00038-0
5. Blundell, G. E. (2015). A Disrupion Of Online Learning Course Design:Comparing Self-Reported Levels Of Faculty Satisfaction Wıth Online Courses Created Applying The 2011-2013 Edition Of The Quality Matterstm Rubrıc Standards To Those Onlıne Courses Created Wıthout. http://Rave.Ohiolink.Edu/Etdc/View?Acc_Num=Kent1426268368