scholarly journals Development and validation of a scale to measure volition for learning

Open Praxis ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 161
Author(s):  
John M. Keller ◽  
Hasan Ucar ◽  
Alper Tolga Kumtepe
Keyword(s):  
Learning Environments ◽  
Action Planning ◽  
State University ◽  
Validity And Reliability ◽  
Online Learners ◽  
Face To Face ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Face To Face Learning ◽  
Development And Validation

Volition explains the transition from desire, or motivation, to action especially when faced with competing goals. In learning environments, the concept refers to acting with the aim of achieving learning objectives. Despite the importance of volition in learning environments, research has rarely addressed the volition construct. Thus, the purpose of this study was to explore and develop a valid and reliable scale to measure the volition construct in online and face to face learning environments. The data for this research were collected from 594 undergraduate online learners who also took some courses face to face at a state university in Turkey. After analyzing the validity and reliability of the scale, a two-factor, 13-item volition for learning scale was developed. The scale was comprised of two factors: action planning and action control. Confirmatory factor analysis results confirm the factor structure of the scale. Results indicated that the volition for learning scale is a valid and reliable instrument that can be utilized to measure learners’ volition in learning environments.

Fostering Communities of Inquiry and Connectivism in Online Technical Communication Programs and Courses

2020 ◽  
Vol 51 (1) ◽  
pp. 11-30
Author(s):  
Yvonne Cleary
Keyword(s):  
Learning Environments ◽  
Technical Communication ◽  
Online Program ◽  
Online Learners ◽  
Graduate Course ◽  
Face To Face ◽  
Online Higher Education ◽  
Communication Programs ◽  
Face To Face Learning ◽  
Communities Of Inquiry

In increasingly online higher education environments, instructors must develop positive and community-oriented learning environments, equivalent to, if different from, face-to-face learning experiences. Connectivism and communities of inquiry are complementary theories that facilitate the design and development of online learning and enable online learners to connect with peers. This article discusses two pedagogical interventions that encourage connectivism and foster communities of inquiry in online technical communication programs: (a) a face-to-face orientation workshop at the beginning of an online program and (b) a peer-review activity in a research methods graduate course. The article explains the development, deployment, and evaluation of the activities.

scholarly journals A Study of Developing an Attitude Scale Towards Authentic Learning Environments and Evaluation

2018 ◽  
Vol 6 (4) ◽  
pp. 189
Author(s):  
Murat Çetinkaya
Keyword(s):  
Factor Analysis ◽  
Learning Environments ◽  
Teacher Candidates ◽  
Authentic Learning ◽  
Attitude Scale ◽  
Image Correlation ◽  
Validity And Reliability ◽  
Education Faculty ◽  
Confirmatory Factor ◽  
Two Factors

The aim of the research is to improve a valid and reliable attributing scale which identifies authentic learning environments and evaluation attributes of the science teacher candidates. The study has been designed on the base of validity and reliability of the scale developed to evaluate the authentic learning environments. The research group is consisted of teacher candidates at education faculty of Ordu University (n=202). The study has been carried out by the teacher candidates being trained in 2nd and 3rd class of science, mathematics, and elementary teaching classrooms at education faculty. A descriptive factor analysis has been carried out to ensure the structural validity of the scale. The test of Kaiser-Meyer-Olkin (KMO) and Bartlett has been implemented to check the reliability for the sampling size and factor analysis of the obtained data. In addition, an anti-image correlation matrix has been checked. The latest 20-item scale regulated according to the results of the analysis has been formed. The reliability coefficient (Cronbach Alpha) has been determined as 0.931. Confirmatory factor analysis has been applied to the scale which was determined as two factors. From the results of the analysis, it is expressed that the attitude scale created for the authentic learning and measurement is a valid and reliable.

scholarly journals The Effect Of Whatsapp Application Assisted PjBL Model And Zoom Meeting On Learning Outcomes Of Capita Selecta

2021 ◽  
Vol 4 (2) ◽  
pp. 46-52
Author(s):  
Dewi Handayani
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
State University ◽  
Research Subjects ◽  
Face To Face ◽  
Average Value ◽  
Normality Test ◽  
Face To Face Learning ◽  
Learning Data

The current covid-19 pandemic has an impact on Capita Selecta Chemistry lectures. The difficulty of face-to-face learning in class makes lecturers have to be able to find solutions to these problems. One of the solutions used is the application of the Project Based Learning (PjBL) model assisted by the WhatsApp Group (WAG) application and face-to-face through the zoom meeting application.This research is a research pre-experimental research with one-group pretest posttest design, experiments conducted in one class without a comparison class. The research was conducted at a State University in Bengkulu. With the research subjects as many as 24 students who took capita selecta Chemistry course. The instruments used in this study are learning outcomes tests and response questionnaires towards applications that used in learning. Data analysis techniques include average value, normality test, and hypothesis testing using the t-test using SPPS computer program for windows version 23. The results showed that there was an increase in student learning outcomes with the implementation of  PjBL model assisted by WhatsApp and Zoom applications with  pretest scores of 66.042, postest scores of 84.625 and the N-gain value data obtained was 0.547 in the moderate category. Student’s response toward the use of  WAG and Zoom Meeting applications was very positive. As many as 91.67% of students considered that WAG application was a very practical application and it was easily accessible to students, especially access to learning materials. The use of zoom meeting according to 70% of students is also very interactive and can replace face-to-face meetings. Keywords: PjBL Model, WhatsApp, Zoom Meeting, Learning Outcomes, Capita Selecta                                                               

Blended Learning

2017 ◽  
pp. 108-125
Author(s):  
Mark B. Russell ◽  
Irene M. Y. Woon ◽  
Stylianos Hatzipanagos
Keyword(s):  
Online Learning ◽  
Educational Leadership ◽  
Change Management ◽  
Blended Learning ◽  
Learning Environments ◽  
Learning Strategy ◽  
Online Learning Environments ◽  
Face To Face ◽  
Face To Face Learning ◽  
Faculty And Administrators

Blended Learning should be a deliberately-designed and pedagogically-informed endeavour. Blended Learning integrates (blends) face-to-face learning environments with online learning environments so that learning can occur anyplace and anytime and can transcend the physical boundaries of traditional face-to-face settings. Moving towards successful blended learning does not happen by chance. It requires educational leadership and a supportive change management strategy. Such a strategy should include a vision for innovation, plans for diffusing the innovations and the provision of advice and guidance to faculty and administrators. The chapter offers examples of what is possible through the genre of ‘Cluster Scenarios' and explores some implications for adopting a blended learning strategy for faculty and administrators.

WIRE

2010 ◽  
pp. 149-159 ◽  
Author(s):  
Yih-Ruey Juang
Keyword(s):  
Data Structure ◽  
Blended Learning ◽  
Learning Environments ◽  
Communication Skills ◽  
Learning Achievement ◽  
Web Based ◽  
Warm Up ◽  
Face To Face ◽  
Face To Face Learning ◽  
Structure Class

Much research has shown that the blended learning can effectively enhance the motivation, communication skills, and learning achievement compared with teaching in a single form. However, a crucial issue in blended learning is how to integrate each blended format, media and experience into a coherent learning model, and then to keep interaction between teacher and students either in or outside the classroom. This study introduces a highly interactive strategy for blended learning that incorporates web-based and face-to-face learning environments into a semester course through answering the warm-up questions before class, interactive teaching in class, and review and exercise after class. By the empirical study in a ‘Data Structure’ class, most students made progress in learning achievement and gain more motivation and interaction within the class.

scholarly journals Applying Blended Learning Approach to Teaching English to Master's Students

2019 ◽  
Vol 69 ◽  
pp. 00061
Author(s):  
Anna Kirillova ◽  
Evgeniya Koss ◽  
Inna Usatova
Keyword(s):  
Blended Learning ◽  
Oral Communication ◽  
Learning Model ◽  
Educational Process ◽  
Learning Approach ◽  
State University ◽  
Teaching English ◽  
Master's Students ◽  
Face To Face ◽  
Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

Development and Validation of the Romantic Love Myths Questionnaire

2019 ◽  
pp. 088626051989295
Author(s):  
Laura Lara ◽  
Verónica Gómez-Urrutia
Keyword(s):  
Emerging Adults ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Structure Reliability ◽  
Initial Questionnaire ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Development And Validation ◽  
Adequate Internal Consistency

The purpose of this study was to develop and validate an instrument to measure love myths among Chilean youth. Items created based on review of available literature were refined through experts’ revisions and participant focus groups. The initial questionnaire was applied to 1,538 high school and university students, aged between 14 and 24 years old. Exploratory factor analysis performed with half of the sample led to a 10-item questionnaire, grouped in two factors: idealization and love–abuse. Confirmatory factor analyses conducted with the other half of the sample corroborated this factorial structure. Reliability analyses indicated an adequate internal consistency, and correlations with dating violence and quality of relationship provide evidence on its concurrent validity. Complementary, results showed that females endorse more idealization and males love–abuse, and adolescents scored higher in both dimensions than emerging adults.

scholarly journals A Validity and Reliability Study of the Engineering and Engineering Education Attitude Scale (EEAS)

2018 ◽  
Vol 8 (5) ◽  
pp. 44 ◽  
Author(s):  
Özgen Korkmaz ◽  
Meltem Kösterelioğlu ◽  
Mehmet Kara
Keyword(s):  
Engineering Education ◽  
Attitude Scale ◽  
Engineering Profession ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Students Attitudes ◽  
The Stability ◽  
Reliable Scale

In literature it was not possible to find a proven valid and reliable scale to measure students’ attitudes towards engineering profession and engineering education. The objective of present research is to provide a valid and reliable scale for measuring students’ attitudes towards engineering profession and engineering education. The sample group is composed of 650 students for the first application and 113 students for the second. In order to detect the validity of the scale, exploratory and confirmatory factor analyses, item factor total correlations, corrected correlations and item discriminations were conducted. In order to assess the reliability of the scale, the level of internal consistency and the stability levels were calculated. EEAS a five-point Likert-type scale and includes 17 items with two factors. The analyses provided evidence that EEAS is a valid and reliable scale that can be assuredly used to identify students’ attitudes towards engineering profession and education they receive.

scholarly journals Adaptation of General Belongingness Scale into Turkish for Adolescents: Validity and Reliability Studies

2017 ◽  
Vol 5 (2) ◽  
pp. 223 ◽  
Author(s):  
Mehmet Ali Yıldız
Keyword(s):  
Pearson Correlation ◽  
Original Form ◽  
Factor Analyses ◽  
Validity And Reliability ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Two Factors ◽  
Research Findings ◽  
Scale Test ◽  
Test Retest Reliability

The current research aims to adapt the General Belongingness Scale (GBS), developed by Malone, Pillow, and Osman (2012), into Turkish for adolescents and to conduct the validity and reliability studies for it. Ages of the participants, a total of 567 adolescents including 274 males (48.3%) and 293 females (51.7%) ranged between 14 and 18 (average age= 15.76). For the construct validity of GBS, exploratory and confirmatory factor analyses were conducted. Factor analyses results indicated that the scale included two factors as it is in the original form. Factor loadings of the items varied between .55 and .84. To provide validity of the GBS, Pearson Correlation Coefficents between belongingness and loneliness (r= -.64), life satisfaction (r= .36), attachment to parents (varied between r= .21 and r= .39) and attachment to peers (r= .33 and r= .39) were computed and they were all significant. Cronbach’s alpha coefficient calculated for the scale reliability was .76 for acceptance/inclusion sub-dimension, .85 for rejection/exclusion and .81 for overall scale. Test-retest reliability of the GBS was run with 97 students, and it was found as .80. The research findings indicated that the GBS was a valid and reliable instrument to assess general belongingness for Turkish adolescents.

scholarly journals The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments

2017 ◽  
Vol 5 (9) ◽  
pp. 146 ◽  
Author(s):  
M. Betul Yilmaz
Keyword(s):  
Distance Learning ◽  
University Students ◽  
Learning Environments ◽  
The Other ◽  
Academic Procrastination ◽  
Face To Face ◽  
Logical Regression ◽  
Exam Scores ◽  
Face To Face Learning ◽  
The University

The relation between assignment and exam performances of the university students and their academic procrastination behaviors in distance and face-to-face learning environments was investigated in this study. Empirical research carried out both in face-to-face and online environments have generally shown a negative correlation between academic procrastination and academic performance. However, the effect of academic procrastination on assignments in distance learning setting has not been analyzed extensively. To understand the interaction between academic procrastination and the learning environment; assignment and exam performances of eighty-eight university students in face-to-face (FtF) and distance learning (DL) environments were investigated. According to the findings of the study, students’ academic procrastination and assignment scores were negatively correlated in both environments but especially in DL setting. Contrary to this, academic procrastination and exam scores were correlated to each other only in FtF environment. On the other hand, there was no correlation between total assignment and exam scores for DL group, while a medium positive correlation was found in FtF group. The findings of binary logical regression analysis demonstrated that predictive value of the DL environment for assignment score is much stronger than academic procrastination behavior of students.

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