E-öğrenme Ortamlarına Yönelik “Sosyal Bulunuşluk Ölçeği” Geliştirme Çalışması

Abstract

AbstractThe purpose of the current study is to develop a presence for e-learning environments. A systematic approach was followed for developing the scale. The scale was applied to 461 students registered in seven different programs at Gazi University. The sample was split into two subsamples on a random basis (n1=261; n2=200). The first sample was used for Exploratory Factor Analysis, and the second sample for Confirmatory Factor Analysis. After the Exploratory Factor Analysis, the scale included 17 items and three factors. These factors were labeled as interactive, cohesive, and affective in light of the relevant literature. The Cronbach's alpha coefficient for the whole scale was found to be .84, whereas the values of Cronbach's alpha coefficient for individual factors of the scale ranged between .75 and .81. The Confirmatory Factor Analysis was conducted within the scope of the validity study of the scale confirming the structure of the 3-factor scale. The findings of the study revealed that the scale was a valid and reliable instrument for measuring social presence.Key WordsAffective, Cohesive, E-learning, Interactive, Social Presence, Scale Development.There have been various studies on developing the efficiency of the e-learning environment, as these environments have become more prevalent in recent years (O'Neil, 2008; Reiser & Dempsey, 2012). Despite the benefits of education in these environments, the communication problem due to physical separation of the tutor and the learner is one of the main issues discussed in the literature. In order to overcome this problem and to ease learners' communication with others, e-learning environments are enriched with social communication tools (Sung & Mayer, 2012).Because of the fact that social presence is a problematic term, it is described in various ways by different researchers (Annand, 2011; Cui, Lockee, & Meng, 2012). Short, Williams, and Christie (1976) define social presence as the salience of the other in mediated communication and the consequent salience of their inter-personal interactions. Gunawardena and Zittle (1997) describe it as the degree to which a person is perceived as a real person in mediated communication, while McLellan (1999) claims it is the feeling of presence with others in a social context. Tu (2000) argues that it is the extent of individuals' awareness; on the other hand, Leh (2001) describes it as the individual's feeling himself in the context of social terms. Additionally, Whiteman (2002) defines it as a feeling of involved other participants in the communication process. It is also believed to be the perception of participants as real individuals (Kreijns, 2004) and the perception of being together with others in e-learning contexts (Biocca, Harms, & Burgoon, 2003). Research related to social presence highlights the importance of its perception in e-learning contexts (Kim, Know, & Cho, 2011; Zhan & Mei, 2013). Moreover, this research emphasizes the effect of social presence on certain features, such as learners' success (Russo & Benson, 2005; Zhan & Mei, 2013), satisfaction (Gunawardena & Zittle, 1997; Richardson & Swan, 2003; So & Brush, 2008; Zhan & Mei, 2013), and performance (Lomicka & Lord, 2007; Richardson & Swan, 2003). According to Gunawardena (1995), social presence is necessary to increase the effect of education in face-to-face and e-learning environments. On the other hand, Aragon (2003) states that the main aim of creating the perception of social presence is to provide a flexible environment for other participants, so that participants can explain themselves better. The increase of social presence perception in e-learning contexts allows individuals to participate more eagerly (Rourke, Anderson, Garrison, & Archer, 1999), and to share their experiences more easily (Newberry, 2001). According to Rourke et al. (1999), another benefit of social presence perception is to support cognitive and affective learning aims. …