Abstract
The aim of study is to develop a valid and reliable scale in order to determine problems encountered by teachers in distance education process. Survey research method was used in the study. The sample of research consists of 411 teachers working in different branches and recitation with distance education at the 2019-2020 academic years. In this study, it was used teachers’ problems determination scale consist of 47 items as a data collection tool. In order to validity of the scale, content, construct and face validity was examined. Besides, the cronbach alpha coefficient was calculated for the reliability study. Expert opinion was taken for the content and face validity, and exploratory and confirmatory factor analysis was applied for construct validity. As a result of the exploratory factor analysis, thirteen items were removed and the scale consists of five-factor was confirmed by confirmatory factor analysis. As a result of confirmatory factor analysis, it was calculated values of RMSEA 0.046, GFI 0.83, CFI 0.93 and IFI 0.92. Besides Cronbach alpha internal consistency reliability coefficient of the scale was found 0.892. As a result, a valid and reliable scale consisting of 34-items was developed to determine problems encountered by teachers in distance education process.
Highlights
Developing technology enables the creation of environments that will affect all segments of life
The names of the factors; first factor: "Problems with Students in Distance Education (PSDE)”, second factor: “Problems with content preparation and transferring in distance education (PCTDE)”, third factor: “Problems with parents in distance education (PPDE)”, fourth factor: “Problems Encountered in the Use of the Program (PEUP) and fifth factor: “Problems with the distance education application program (PDEAP)
Related to CFA Results of the Scale: Factors determined as a result of the exploratory factor analysis, Confirmatory Factor Analysis was applied with the data collected from 230 teachers who worked in different branches, had distance education experience and different from the sample group
Summary
Developing technology enables the creation of environments that will affect all segments of life. Wisconsin Continuing Education Group, Distance education; prepared in a way to create student interaction and learning opportunities; It is the practice of creating and experiencing designed learning environments that use technological developments in order to bring together participants in different environments (Adıyaman, 2002). According to another definition, distance education is educational practices where students and teachers are located in different places, and learning materials are performed synchronously or asynchronously by using technological infrastructure (Akkoyunlu & Bardakcı, 2021). Teachers are required to gain expertise in providing individual feedback to students and evaluating student performance online (Demir, 2014)
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