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Öz-belirlenimli Öğrenme (Hetagoji) Becerileri Ölçeğinin Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Year 2023, Volume: 52 Issue: 2, 381 - 411, 31.08.2023
https://doi.org/10.14812/cuefd.1197043

Abstract

Bu araştırmada, üniversite öğrencilerinin öz-belirlenimli öğrenme becerilerini geçerli ve güvenilir olarak ölçmeye yönelik bir ölçme aracı geliştirmek amaçlanmıştır. Araştırma 574 üniversite öğrencisinin katılımıyla gerçekleştirilmiştir. Uzman görüşleri ve önerileri doğrultusunda, ölçeğin 30 maddelik deneme formu oluşturulmuştur. Toplanan veriler Açımlayıcı Faktör Analizine (AFA) tabi tutulmuş̧, elde edilen yapı toplam varyansın %42,17’sini açıklamaktadır. Öz-belirlenimli Öğrenme Becerileri Ölçeği’nin (ÖBÖBÖ) 22 madde ve dört boyuttan oluştuğu belirlenmiştir. Ayrıca, Doğrulayıcı Faktör Analizi (DFA) sonucunda ölçeğe ilişkin uyum indekslerinin mükemmel ve kabul edilebilir değerler arasında olduğu görülmüş ve ölçeğin dört faktörlü̈ ve 22 maddeden oluşan yapısı doğrulanmıştır. Ölçeğin, Cronbach Alpha iç tutarlık katsayısı .86, test yarılama yöntemi ile hesaplanan güvenirlik katsayısı .80’dir. Ölçekte maddelerinin ayırt ediciliğini belirlemek için düzeltilmiş madde toplam korelasyonu hesaplanmış, %27’lik alt-üst grup karşılaştırmaları yapılmıştır. Madde analizinden elde edilen bulgular, ölçek maddelerinin hepsinin ayırt edici olduğunu göstermiştir. Sonuç olarak geliştirilen “ÖBÖBÖ”nin geçerli bir ölçme aracı olduğu, öz-belirlenimli öğrenme becerilerini belirlemede güvenilir puanlar sağlayacağı söylenebilir.

References

  • Akın, G. (2014). The term of andragogy and the difference between andragogy and pedagogy. Ankara University Journal of Faculty of Educational Sciences (JFES), 47(1), 279–300. https://doi.org/10.1501/Egifak_0000001327
  • Akyıldız, S. T. (2019). Do 21st-century teachers know about heutagogy or do they still adhere to traditional pedagogy and andragogy? International Journal of Progressive Education, 15(6), 151–169.
  • Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Addison-Wesley.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bentler, P. M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419–456.
  • Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076
  • Blaschke, L. M. (2016). Self-determined learning: Designing for heutagogic learning environments. In J. M.Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology. An international compendium of theory, research, practice, and policy (pp. 2–19). Springer International Publishing AG.
  • Blaschke, L. M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self-determined learners. In M. M. Kinshuk, & B. Gros (Eds.), The future of ubiquitous learning: Learning designs for emerging pedagogies (pp. 24–40). Springer.
  • Caffarella, R. S. (1993). Self-directed learning. New Directions for Adult and Continuing Education, 57, 25–35.
  • Caffarella, R. S., & O'Donnell, J. M. (1987). Self-directed adult learning: A critical paradigm revisited. Adult Education Quarterly, 37(4), 199–211.
  • Ceylan, B. (2019). Ubiquitous learning and heutagogy in teacher education. In G. Durak, & S. Çankaya (Eds.), Managing and designing online courses in ubiquitous learning environments (pp. 279–295). IGI Global.
  • Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences. L. NJ Eribaum.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal Bilimler için çok değişkenli Iistatistik: SPSS ve LISREL uygulamaları. Pegem Akademi Yayınları.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Erlbaum.
  • Coşkun, Y. D., & Demirel, M. (2012). Üniversite öğrencilerinin yaşam boyu öğrenme eğilimleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42(42), 108–120.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Holt, Rinehart and Winston Inc.
  • Deci, E. L., & Ryan, R. M. (2002). The handbook of self-determination research. The University of Rochester Press. DeVellis, R. F. (2003). Scale development: Theory and applications. Sage Publications.
  • Dulkadir-Yaman, N. (2018). Kullanıcı tarafından oluşturulan web sayfa içeriklerinin hetagoji tabanlı özelleştirilmesi [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Pegem Akademi Yayınları.
  • Freire, P. (2008). Ezilenlerin pedagojisi (D. Hattatoğlu-Erol Özbek, Çev.). Ayrıntı Yayınları.
  • Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43–52.
  • Hase, S. (2014). An introduction to self-determined learning (heutagogy). In L. M Blaschke, C. Kenyon, & S. Hase, S. (Eds.), Experiences in self-determined learning (pp. 1–19). Amazon.
  • Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ultibase Articles, 5(3), 1–10
  • Hase, S., & Blaschke, L. M. (2021). The pedagogy of learner agency. In S. Hase, & L. M. Blaschke (Eds.), Unleashing the power of learner agency. EdTech Books.
  • Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity, 41(1), 111–118. https://doi.org/10.29173/cmplct8766
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. The Guilford Press.
  • Kline, R. B. (1994). An easy guide to factor analysis. Routledge.
  • Knowles, M. S. (1975). Self-directed learning. A guide for learners and teachers. Prentice Hall Regents.
  • Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Cambridge Books.
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. https://doi.org/10.1037/1082-989X.1.2.130
  • Margarit, V. (2021). Transformative teaching and heutagogy. In S. Hase, & L. M. Blaschke (Eds.), Unleashing the power of learner agency. EdTech Books.
  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–96. https://doi.org/10.1037/h0054346
  • Meyers, L. S., Gamst, G. & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. SAGE Publications.
  • Mezirow, J. (1985). A critical theory of self-directed learning. New Directions for Continuing Education, 25, 17–30.
  • Oktay, Ö. (2021). Açık ve uzaktan öğrenmede etkileşimli senaryo tasarımı [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
  • Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Australian Copyright.
  • Parslow, G. R. (2010). Commentary: Heutagogy, the practice of self-learning. Biochemistry and Molecular Biology Education, 38(2), 121. https://doi.org/10.1002/bmb.20394
  • Rogers, C. R. (1961). The process equation of psychotherapy. American Journal of Psychotherapy, 15(1), 27–45. https://doi.org/10.1176/appi.psychotherapy.1961.15.1.27
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Setlhako, M. A. (2021). Techniques for self-determined learning in a heterogenous ‘classroom’. In S. Hase, & L. M. Blaschke (Eds.), Unleashing the power of learner agency. EdTech Books.
  • Sharma, S. (1996). Applied multivariate techniques. John Wiley and Sons, Inc.
  • Stangor, C. (2010). Research methods for the behavioral sciences. Wadsworth.
  • Şahin, D. B., & Gülleroğlu, H. D. (2013). Likert tipi ölçeklere madde seçmede kullanılan farklı madde analizi teknikleri ile oluşturulan ölçeklerin psikometrik özelliklerinin incelenmesi. Asya Öğretim Dergisi, 1(2), 18–28.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Tavşancıl, E. (2009). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Akademik Yayıncılık.
  • Tekkol, İ. A., & Demirel, M. (2018). Öz-yönetimli Öğrenme Becerileri Ölçeği: Geçerlik ve güvenirlik çalışması. Journal of Measurement and Evaluation in Education and Psychology, 9(2), 85–100.
  • Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu. Türk Psikologlar Derneği.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.

Development of Self-Determined Learning (Heutagogy) Skills Scale: Validity and Reliability Study

Year 2023, Volume: 52 Issue: 2, 381 - 411, 31.08.2023
https://doi.org/10.14812/cuefd.1197043

Abstract

The objective of this research was to create a reliable and valid measurement tool for measuring self-determined learning skills among university students. The research was conducted with the participation of 574 university students. In line with expert opinions and suggestions, 30-item trial form of the scale was developed. The collected data were subjected to Exploratory Factor Analysis (EFA) and a structure that explained 42.17% of the total variance was obtained. It has been determined that the Self-Determined Learning Skills Scale (SDLSS) consists of 22 items and four dimensions. In addition, as a result of Confirmatory Factor Analysis (CFA), it was seen that the fit indices of the scale were between excellent and acceptable values, and the four-factor structure of the scale consisting of 22 items was confirmed. The Cronbach Alpha internal consistency coefficient of the scale is .86, and the reliability coefficient calculated by the split-half method is .80. To determine the distinctiveness of the items in the scale, the corrected item-total correlation was calculated, and 27% lower-upper group comparisons were made. Findings from item analysis showed that all the scale items were distinctive. As a result, it can be said that the “SDLSS” developed is a valid measurement tool and will provide reliable scores in determining self-determined learning skills.

References

  • Akın, G. (2014). The term of andragogy and the difference between andragogy and pedagogy. Ankara University Journal of Faculty of Educational Sciences (JFES), 47(1), 279–300. https://doi.org/10.1501/Egifak_0000001327
  • Akyıldız, S. T. (2019). Do 21st-century teachers know about heutagogy or do they still adhere to traditional pedagogy and andragogy? International Journal of Progressive Education, 15(6), 151–169.
  • Argyris, C., & Schön, D. A. (1978). Organizational learning: A theory of action perspective. Addison-Wesley.
  • Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bentler, P. M. (1980). Multivariate analysis with latent variables: Causal modeling. Annual Review of Psychology, 31, 419–456.
  • Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distributed Learning, 13(1), 56–71. https://doi.org/10.19173/irrodl.v13i1.1076
  • Blaschke, L. M. (2016). Self-determined learning: Designing for heutagogic learning environments. In J. M.Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, design, and technology. An international compendium of theory, research, practice, and policy (pp. 2–19). Springer International Publishing AG.
  • Blaschke, L. M., & Hase, S. (2015). Heutagogy: A holistic framework for creating 21st century self-determined learners. In M. M. Kinshuk, & B. Gros (Eds.), The future of ubiquitous learning: Learning designs for emerging pedagogies (pp. 24–40). Springer.
  • Caffarella, R. S. (1993). Self-directed learning. New Directions for Adult and Continuing Education, 57, 25–35.
  • Caffarella, R. S., & O'Donnell, J. M. (1987). Self-directed adult learning: A critical paradigm revisited. Adult Education Quarterly, 37(4), 199–211.
  • Ceylan, B. (2019). Ubiquitous learning and heutagogy in teacher education. In G. Durak, & S. Çankaya (Eds.), Managing and designing online courses in ubiquitous learning environments (pp. 279–295). IGI Global.
  • Cohen, J., & Cohen, P. (1983). Applied multiple regression/correlation analysis for the behavioral sciences. L. NJ Eribaum.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal Bilimler için çok değişkenli Iistatistik: SPSS ve LISREL uygulamaları. Pegem Akademi Yayınları.
  • Comrey, A. L., & Lee, H. B. (1992). A first course in factor analysis. Erlbaum.
  • Coşkun, Y. D., & Demirel, M. (2012). Üniversite öğrencilerinin yaşam boyu öğrenme eğilimleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42(42), 108–120.
  • Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Holt, Rinehart and Winston Inc.
  • Deci, E. L., & Ryan, R. M. (2002). The handbook of self-determination research. The University of Rochester Press. DeVellis, R. F. (2003). Scale development: Theory and applications. Sage Publications.
  • Dulkadir-Yaman, N. (2018). Kullanıcı tarafından oluşturulan web sayfa içeriklerinin hetagoji tabanlı özelleştirilmesi [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
  • Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme. Pegem Akademi Yayınları.
  • Freire, P. (2008). Ezilenlerin pedagojisi (D. Hattatoğlu-Erol Özbek, Çev.). Ayrıntı Yayınları.
  • Hase, S. (2009). Heutagogy and e-learning in the workplace: Some challenges and opportunities. Impact: Journal of Applied Research in Workplace E-learning, 1(1), 43–52.
  • Hase, S. (2014). An introduction to self-determined learning (heutagogy). In L. M Blaschke, C. Kenyon, & S. Hase, S. (Eds.), Experiences in self-determined learning (pp. 1–19). Amazon.
  • Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ultibase Articles, 5(3), 1–10
  • Hase, S., & Blaschke, L. M. (2021). The pedagogy of learner agency. In S. Hase, & L. M. Blaschke (Eds.), Unleashing the power of learner agency. EdTech Books.
  • Hase, S., & Kenyon, C. (2007). Heutagogy: A child of complexity theory. Complicity, 41(1), 111–118. https://doi.org/10.29173/cmplct8766
  • Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55. https://doi.org/10.1080/10705519909540118
  • Kline, R. B. (2011). Principles and practice of structural equation modeling. The Guilford Press.
  • Kline, R. B. (1994). An easy guide to factor analysis. Routledge.
  • Knowles, M. S. (1975). Self-directed learning. A guide for learners and teachers. Prentice Hall Regents.
  • Knowles, M. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Cambridge Books.
  • MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. https://doi.org/10.1037/1082-989X.1.2.130
  • Margarit, V. (2021). Transformative teaching and heutagogy. In S. Hase, & L. M. Blaschke (Eds.), Unleashing the power of learner agency. EdTech Books.
  • Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–96. https://doi.org/10.1037/h0054346
  • Meyers, L. S., Gamst, G. & Guarino, A. J. (2006). Applied multivariate research: Design and interpretation. SAGE Publications.
  • Mezirow, J. (1985). A critical theory of self-directed learning. New Directions for Continuing Education, 25, 17–30.
  • Oktay, Ö. (2021). Açık ve uzaktan öğrenmede etkileşimli senaryo tasarımı [Yayımlanmamış yüksek lisans tezi]. Anadolu Üniversitesi.
  • Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Australian Copyright.
  • Parslow, G. R. (2010). Commentary: Heutagogy, the practice of self-learning. Biochemistry and Molecular Biology Education, 38(2), 121. https://doi.org/10.1002/bmb.20394
  • Rogers, C. R. (1961). The process equation of psychotherapy. American Journal of Psychotherapy, 15(1), 27–45. https://doi.org/10.1176/appi.psychotherapy.1961.15.1.27
  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
  • Setlhako, M. A. (2021). Techniques for self-determined learning in a heterogenous ‘classroom’. In S. Hase, & L. M. Blaschke (Eds.), Unleashing the power of learner agency. EdTech Books.
  • Sharma, S. (1996). Applied multivariate techniques. John Wiley and Sons, Inc.
  • Stangor, C. (2010). Research methods for the behavioral sciences. Wadsworth.
  • Şahin, D. B., & Gülleroğlu, H. D. (2013). Likert tipi ölçeklere madde seçmede kullanılan farklı madde analizi teknikleri ile oluşturulan ölçeklerin psikometrik özelliklerinin incelenmesi. Asya Öğretim Dergisi, 1(2), 18–28.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics (6th ed.). Pearson.
  • Tavşancıl, E. (2009). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel Akademik Yayıncılık.
  • Tekkol, İ. A., & Demirel, M. (2018). Öz-yönetimli Öğrenme Becerileri Ölçeği: Geçerlik ve güvenirlik çalışması. Journal of Measurement and Evaluation in Education and Psychology, 9(2), 85–100.
  • Tezbaşaran, A. (1997). Likert tipi ölçek hazırlama kılavuzu. Türk Psikologlar Derneği.
  • Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3–17.
There are 49 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Article
Authors

D. Bahar Şahin Sarkın 0000-0002-1155-6114

Gökçe Güvercin Seçkin 0000-0003-0987-4815

Publication Date August 31, 2023
Submission Date October 31, 2022
Published in Issue Year 2023 Volume: 52 Issue: 2

Cite

APA Şahin Sarkın, D. B., & Güvercin Seçkin, G. (2023). Development of Self-Determined Learning (Heutagogy) Skills Scale: Validity and Reliability Study. Cukurova University Faculty of Education Journal, 52(2), 381-411. https://doi.org/10.14812/cuefd.1197043

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