Yazar "Ramazanoglu, Mehmet" seçeneğine göre listele

Listeleniyor 1 - 3 / 3
  • [ X ]
    Öğe
    AI readiness scale for teachers: Development and validation
    (Springer, 2024) Ramazanoglu, Mehmet; Akin, Tayfun
    One of the most important indicators of artificial intelligence applications used to improve quality, effectiveness, and student success by optimizing instructional processes is readiness. Readiness is the cognitive, affective, and behavioral state of performing a behavior or using a technology. In this context, the development of a data collection tool for readiness in artificial intelligence applications seems necessary. In this study, a scale was developed to measure teachers' readiness for artificial intelligence applications. The sequential design model, one of the mixed research methods, was used in the research. The exploratory factor analysis (EFA) phase of this study was conducted with 616 samples while the confirmatory factor analysis (CFA) and concurrent validity phase were conducted with 345 and 128 samples, respectively. After ensuring validity and reliability in the research, the final version of the Readiness for Artificial Intelligence Applications Scale (RAIS) consisted of a total of 19 items and three dimensions. These dimensions are technology self-efficacy, interaction with students, and ethical awareness. In addition, concurrent validity was tested by examining the correlation between the General Attitudes Toward Artificial Intelligence Scale and the Artificial Intelligence Literacy Scale. The results of the analysis show that RAIS is a valid and reliable measurement tool for determining teachers' readiness for artificial intelligence applications.
  • [ X ]
    Öğe
    Anxiety scale for distance education: development and validation
    (Taylor & Francis Ltd, 2024) Ramazanoglu, Mehmet; Cetin, Ali; Uluyol, Celebi
    As individuals are likely to feel anxious in case of obscurities in distance education environments, it seems necessary to develop a data collection tool for anxiety in such environments. In this study, a scale was developed to reveal the anxiety levels of university students in distance education. Quantitative research method was used in the study. The study group consisted of 935 students in the first sample for exploratory factor analysis and 418 students in the second sample for confirmatory factor analysis including those who previously experienced distance education. After the validity and reliability were ensured in the study, the final version of the anxiety scale for distance education (ASDE) consisted of a total of 17 items and three dimensions. These dimensions were listed as readiness for the profession anxiety, social anxiety and privacy concern. Furthermore, to establish the concurrent validity, the Online Privacy Concern Scale and Anxiety subscale of Brief Symptom Inventory are administered to 219 and 197 students in the third and fourth samples as a criterion scale. The results of the analysis show that the ASDE is a reliable and valid measurement tool in determining the anxiety levels of university students in distance education.
  • [ X ]
    Öğe
    The development of an online learning readiness scale for high school students
    (Izzet Kara, 2022) Ramazanoglu, Mehmet; Gurel, Sungur; Cetin, Ali
    Assessing students' online learning readiness is important since numerous countries have started online learning at all education levels during the Covid-19 pandemic in the 21st century. By taking students' online learning readiness level into account, it will be easier to establish on-target online learning environments. Although there are a number of online learning readiness scales available aiming at higher-education students in the Turkish setting, there is no scale available specifically for high-school students. This study, therefore, aims to develop a valid and reliable scale to identify the levels of online learning readiness for high school students in Turkiye. In order to develop an Online Learning Readiness Scale for high school students, a mixed-method exploratory sequential design was employed in this study. The first sample consisted of 916 students and the second sample consisted of 323 students who had previously experienced an online learning environment. The data were analyzed through exploratory factor analysis and confirmatory factor analysis. Validity and reliability evidences were also provided. The final version of the scale consisted of a total of 16 items in three dimensions; namely, computer self-efficacy, internet self-efficacy, and self-learning and explained 65.76% of the variance. The results of the study indicate that the Online Learning Readiness Scale (OLRS) developed in this particular study is a reliable and valid measurement tool in the assessment of online learning readiness levels of high school students in Turkiye and is expected to guide researchers and practitioners who focus on assessing high school students' online learning readiness levels.