Research Article
Ozlem Baydas Onlu, Mustafa Serkan Abdusselam, Rabia Meryem Yilmaz
CONT ED TECHNOLOGY, Volume 14, Issue 3, Article No: ep368
ABSTRACT
This study aimed to develop the “Students’ Perception of Instructional Feedback Scale” (SPIFS) determining a framework related to the perception of instructional feedback by students. The sequential exploratory mixed method was used in the study. The study was conducted during the instructional design course offered to sophomores in the Department of Computer Education and Instructional Technology at two different universities. Accordingly, firstly a scale consisting of 31 items with Likert-type responses was prepared based on the literature review. Validity and reliability analyses of the scale were completed with a total of 231 participants. After necessary steps were applied in exploratory factor analysis (EFA, n=100), a structure with three factors and 19 items was established. The internal consistency analysis (Cronbach’s alpha), which was applied to the factors obtained and the whole scale, showed the scale to be reliable (whole scale α=.85, 1st factor (mastery, 8 items) α=.92, 2nd factor (positive affect, 6 items) α=.90, and 3rd factor (negative affect, 5 items) α=.96). Confirmatory factor analysis (CFA) was performed (n=131). The structure established through EFA was tested via CFA. The results indicated that the developed structure had acceptable fit (RMSEA=.08, CFI=.91, and RMR=.03).
Keywords: instructional feedback scale, students’ perception, exploratory factor analysis, confirmatory factor analysis
Review Article
Almira R. Bayanova, Alexey A. Chistyakov, Maria O. Timofeeva, Vladimir V. Nasonkin, Tatiana I. Shulga, Vitaly F. Vasyukov
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep342
ABSTRACT
Smartphones facilitate communication, education, information, and entertainment through a diverse array of mobile applications. Excessive smartphone use has become a significant societal issue. The research community has explored both the positive and negative consequences of mobile phone use. The phrase “problematic smartphone use” refers to an excessive pattern of smartphone use that may have negative consequences. Smartphone addiction may present with symptoms that are unique from Internet addiction. Severe sadness, anxiety, and tension are all associated with problematic smartphone use. Numerous negative consequences are discussed, including mental health problems, diminished physical fitness, and poor academic achievement. According to the findings of the literature analysis, there is no inventory that evaluates smartphone addiction in the context of Russia. The goal of this study is to examine the psychometric characteristics of the smartphone addiction inventory (SPAI) in a Russian context. Several Russian Federation universities performed the study during the autumn semester of the 2020-2021 academic year. To enhance the inventory, Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were utilized on 209 students. As a result, research on the validity and reliability of the Smartphone Addiction Inventory were done in the Russian setting. The research revealed a brief inventory of 14 items and three factors (functional impairment, anxiety, and compulsive behavior).
Keywords: smartphone addiction inventory, psychometric properties, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), university students
Research Article
Shivani Inder
CONT ED TECHNOLOGY, Volume 14, Issue 1, Article No: ep336
ABSTRACT
The purpose of the study is to develop and validate the scale for measuring the extent of student engagement for online courses. The study draws a battery of variables from literature on student engagement. The study proposes a 6 construct based scale with 26 items. A total of 1602 university students completed the responses for the scale. All participants had a minimum of two months of experience for online courses for inclusion in survey. Firstly, exploratory factor analysis on the initial scale has been carried out and then confirmatory factor analysis has been carried out for testing the validity and reliability of the scale. After establishing the validity of the scale, a scale with six main constructs has been confirmed. The results indicated that skills, emotional, participation and performance engagement along with value to students are the main drivers of student engagement for online courses. The scale can provide an insight to educators about the main factors that can lead to enhanced levels of engagement while delivering courses online and improve the learning experience for students.
Keywords: online courses, student engagement, confirmatory factor analysis, skills, participation
Research Article
Bahadir Eristi, Cahit Erdem
CONT ED TECHNOLOGY, Volume 8, Issue 3, pp. 249-267
ABSTRACT
This study aims to develop a reliable and valid scale to identify the levels of media users’ media literacy skills. The scale development process was carried out in nine steps as recommended in the literature. Before the scale was administered, the items were reviewed by field experts and language experts and a pilot study was carried out. Responses from 322 pre-service teachers, selected via purposeful sampling, were included in the analysis. Item discrimination was tested via item-total correlation and it indicated that none of the items were below .30. In the confirmatory factor analysis, it was found out that the scale and the theoretical model showed a fit between good and acceptable. Convergent validity, divergent validity and 27% upper-lower group means were also examined. As for the internal consistency, Cronbach’s alpha value of the scale was calculated as .919 and alpha values of the factors were calculated as .768, .833, .720 and .838 respectively. The results revealed that Media Literacy Skills Scale, which consists of 45 items gathered under the four main factors of ‘access, analyze, evaluate and communicate’, is a reliable and valid measurement instrument. This up-to-date scale covers all main skills of media literacy and it consists of a sufficient number of questions to obtain rich data and ensure measurement precision. In addition, it covers new media as well as mass media and this
Keywords: Media literacy, Scale development, Media literacy skills, New media, Confirmatory factor analysis
Research Article
Suzan Duygu Eristi, Ozden Sahin-Izmirli, Serkan Izmirli, Mehmet Firat, Halil Ibrahim Haseski
CONT ED TECHNOLOGY, Volume 1, Issue 4, pp. 348-366
ABSTRACT
The purpose of this study was to develop a scale which could be used to evaluate instructional website designs from the perspective of visual perception theories. For this purpose, a scale of 50 items was developed based on the literature and expert opinions. Visual perception theories such as Gestalt Theory, Brunswick’s Probabilistic Functionalism, Neuropsychological Theory, Theory of Direct Perception and Ecological Optics, Constructivist Visual Perception Theory and Computational Approach to Visual Perception provided a basis for the development of scale items; also a focus group discussion was employed. 196 students from the Computer Education and Instructional Technologies (CEIT) Department filled the scale. The exploratory factor analysis (EFA) was applied along with the principal component method on data. Following the factor analysis, a single factor scale was developed. The loading of each item in the scale was found to be over .30. The internal consistency coefficient of the overall scale was high (α=.961). The corrected item-total correlation coefficient of the items was .301 and over. Through factor analysis, it was revealed that the scale had a single-factor structure with an explained variance of 35%. At the end of the study, several recommendations were presented for future studies.
Keywords: Visual Perception, Scale development, Instructional website, Factor analysis
Research Article
Yavuz Akbulut, Yusuf Levent Sahin, Bahadir Eristi
CONT ED TECHNOLOGY, Volume 1, Issue 1, pp. 46-59
ABSTRACT
This study aimed to develop a scale to investigate cybervictimization among the members of an online social utility. Eight hundred ninety-six participants were recruited with a 36-item web-based survey, which was developed through literature review and expert opinions. The dataset was used for an exploratory factor analysis. After dysfunctional items were eliminated, a 28-item set emerged with a very high internal consistency coefficient explaining half of the total variance with a single-factor structure. The second administration was realized with 200 new participants to confirm the single-factor structure. Along with acceptable fit indices, higher values of internal consistency coefficient and explained variance were observed. It was confirmed that different forms of cyberbullying identified in the literature were included in the questionnaire such as flaming, harassment, cyberstalking, denigration, masquerade, outing and trickery, and exclusion. Receiving religious or politic messages, and unwanted behaviors specifically directed at participants were within the factor structure of the scale. When unwanted behaviors were directed at a larger set of audience, or when the exact target was not the users themselves, such behaviors were not within the factor structure even though somebody else was mistreated. Preliminary findings were discussed followed by implications and suggestions for further research.
Keywords: Cyberbullying, online bullying, electronic harassment, cybervictimization, online communication tools, factor analysis