Pala Ferhat Kadir, Erdem Mukaddes
Faculty of Education, Computer Education and Instructional Technology Department, Aksaray University, B Blok, Room B113, 68100 Aksaray, Turkey.
Computer Education and Instructional Technology Department, Hacettepe University, Ankara, Turkey.
Educ Technol Res Dev. 2020;68(6):3213-3233. doi: 10.1007/s11423-020-09817-x. Epub 2020 Aug 12.
The purpose of this study is to develop a standardized measurement tool that can be used to determine the participation styles of individuals participating in online instructional discussions. The scale consists of two dimensions called 'Why' and 'How.' The Why dimension comprises the main motivators of the participants' participation in online instructional environments, whereas the How dimension comprises items expressing participation behaviors or forms. Two separate datasets were used for exploratory factor analysis (450 participants) and confirmatory factor analysis (693 participants), and the scale was applied to both undergraduate and graduate students. The scale consisted of eight factors, with four in the Why dimension and four in the How dimension. The results of confirmatory factor analysis showed that the scale was able to identify four different patterns of participation. Expressed as participation styles, these patterns are To Socialize/Connective, To Get Information/Analytical, To Discuss/Innovative, and To Fulfill Requirements/Practical. According to these results, the Participation Style Scale for Online Instructional Discussions was assumed to be a valid and a reliable measurement tool for determining the participation styles of participants of online instructional discussions. These four styles are thought to contribute to the instructors, the researchers, and the learners who want to benefit from effective learning in online environments. Instructors and researchers can determine learners' participation styles before organizing discussion environments, and learners who think and gain awareness about their own participation styles can manage their discussion and learning processes more effectively.
本研究的目的是开发一种标准化的测量工具，用于确定参与在线教学讨论的个体的参与方式。该量表由两个维度组成，分别称为“为什么”和“如何”。“为什么”维度包括参与者参与在线教学环境的主要动机，而“如何”维度包括表达参与行为或形式的项目。两个独立的数据集分别用于探索性因素分析（450名参与者）和验证性因素分析（693名参与者），该量表应用于本科生和研究生。该量表由八个因素组成，“为什么”维度有四个，“如何”维度有四个。验证性因素分析的结果表明，该量表能够识别出四种不同的参与模式。以参与方式表示，这些模式分别是社交/连接型、获取信息/分析型、讨论/创新型和满足要求/实用型。根据这些结果，在线教学讨论参与方式量表被认为是一种有效且可靠的测量工具，用于确定在线教学讨论参与者的参与方式。这四种方式被认为对希望从在线环境中的有效学习中受益的教师、研究人员和学习者有帮助。教师和研究人员可以在组织讨论环境之前确定学习者的参与方式，而那些思考并了解自己参与方式的学习者可以更有效地管理他们的讨论和学习过程。
