Adaptation of Blended Teaching Readiness Instrument to Turkish
Yıl: 2022 Cilt: 19 Sayı: 2 Sayfa Aralığı: 138 - 145 Metin Dili: İngilizce DOI: 10.5152/hayef.2022.22017 İndeks Tarihi: 20-07-2022
Adaptation of Blended Teaching Readiness Instrument to Turkish
Öz: Today, the change and transformation of technology in many areas have led to the emergence and spread of different models, methods, and techniques in educational environments. Blended learning is one of the most prominent applications in the integration of technology into education. The role of teachers is very
important in the effective and efficient implementation of blended learning in educational environments. Determining the level of readiness of teachers for blended
teaching is important for the development and implementation of blended learning applications. In this context, the study aims to adapt the “Blended Teaching
Readiness Instrument” developed by Archibald et al. (2021) into Turkish. The study was carried out in Istanbul with the participation of 446 teachers from different
branches. In the study, descriptive analyses, internal consistency analysis of the instrument, correlation analysis, and confirmatory factor analysis were performed. As
a result of the analysis, it was concluded that the “Blended Teaching Readiness Instrument,” which was adapted into Turkish, is a valid and reliable instrument that
can measure the level of teachers’ readiness for blended teaching in Turkey and can determine the readiness of teachers and pre-service teachers.
Anahtar Kelime: Belge Türü: Makale Makale Türü: Araştırma Makalesi Erişim Türü: Erişime Açık
- Akbaş, G., & Korkmaz, L. (2007). Ölçek Uyarlaması [Adaptasyon]. Türk Psikoloji Bülteni, 13(40), 15–16.
- Archibald, D. E. (2020). Validating a blended teaching readiness ınstrument for primary/secondary preservice teachers [Master of Science]. Brigham Young University, Utah, USA.
- Archibald, D. E., Graham, C. R., & Larsen, R. (2021). Validating a blended teaching readiness instrument for primary/secondary preservice teachers. British Journal of Educational Technology, 52(2), 536–551. [CrossRef]
- Batac, K. I. T., Baquiran, J. A., & Agaton, C. B. (2021). Qualitative content analysis of teachers’ perceptions and experiences in using blended learning during the covıd-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(6), 225–243. [CrossRef]
- Batdı, V., Kayıklık, F., & Talan, T. (2021). Harmanlanmış Öğrenme Sürecinin Değerlendirilmesi [Tam Metin Bildiri]. International Paris conference on social sciences – VI. Paris-Fransa.
- Baumgartner, H., & Homburg, C. (1996). Applications of structural equation modeling in marketing and consumer research: A review. International Journal of Research in Marketing, 13(2), 139–161. [CrossRef]
- Bonk, C. J., & Graham, C. R. (2004). Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
- Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Beverly Hills, CA: Sage.
- Çakır, H., & Bichelmeyer, B. A. (2016). Effects of teacher professional characteristics on student achievement: An investigation in blended learning environment with standards-based curriculum. Interactive Learning Environments, 24(1), 20–32. [CrossRef]
- Carpenter, S. (2018). Ten steps in scale development and reporting: A guide for researchers. Communication Methods and Measures, 12(1), 25–44. [CrossRef]
- Chen, F. F. (2007). Sensitivity of goodness of fit indexes to lack of measurement invariance. Structural Equation Modeling: A Multidisciplinary Journal, 14(3), 464–504. [CrossRef]
- Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education. New York, NY: Routledge.
- Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL, 23(3), 218–232. [CrossRef]
- Drysdale, J. S., Graham, C. R., Spring, K. J., & Halverson, L. R. (2013). An analysis of research trends in dissertations and theses studying blended learning. Internet and Higher Education, 17, 90–100. [CrossRef]
- Duhaney, D. (2012). Blended learning and teacher perception programs. International Journal of Instructional Media, 39(3), 197–202.
- Dziuban, C. D., Graham, C. R., Moskal, P. D., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(1), 1–16.
- Dziuban, C. D., Hartman, J. L., & Moskal, P. D. (2004). Blended learning. Educause. Retrieved from https://www.educause.edu/~/media/files/librar y/2004/3/erb0407-pdf.pdf?la=en.
- Erensayin, E. (2019). Ters Yüz Sınıf Modelinin Ortaöğretim Düzeyinde Uygulanabilirliğinin Öğretmen Algılarına Göre Incelenmesi (Yayınlanmamış Yüksek Lisans Tezi). Van: Van Yüzüncü Yıl Üniversitesi.
- Farrell, A. M., & Rudd, J. M. (2009). Factor analysis and discriminant validity: A brief review of some practical issues. In D. Tojib (Ed.), ANZMAC 2009 Conference Proceedings. Melbourne, Australia: Anzmac.
- Fleck, J. (2012). Blended learning and learning communities: Opportunities and challenges. Journal of Management Development, 31(4), 398–411. [CrossRef]
- Fraenkel, J., Wallen, N., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed). Boston: McGraw Hill.
- Gecer, A. (2013). Lecturer-student communication in blended learning environments. Educational Sciences: Theory and Practice, 13(1), 362–367.
- Ginns, P., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. Internet and Higher Education, 10(1), 53–64. [CrossRef].
- Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019a). K–12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239–258. [CrossRef].
- Graham, C. R., Borup, J., Short, C., & Archambault, L. (2019b). K–12 blended teaching: A guide to personalized learning and online integration. Creative commons CC BY SA.
- Harrington, D. (2009). Confirmatory factor analysis. New York, NY: Oxford University Press.
- Hebebci, M. T., & Usta, E. (2015). Türkiye’de Harmanlanmış Öğrenme Eğilimleri: Bir Literatür Çalışması. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 19, 195–219.
- Jeffrey, L. M., Milne, J., Suddaby, G., & Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education, 13, 121–140. [CrossRef]
- Karakoç, A. G. D. F. Y., & Dönmez, P. D. L. (2014). Ölçek Geliştirme Çalışmalarında Temel Ilkeler. Tıp Eğitimi Dünyası, 13(40), 39–49. [CrossRef]
- Karaotcu, İ., & Baran, B. (2019). Türkiye’de Harmanlanmış Öğrenme Çerçevesinde Yapılmış Çalışmalar. [Tam Metin Bildiri]. I. Uluslararası Bilim Eğitim Sanat ve Teknoloji Sempozyumu. İzmir, Türkiye.
- Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed). New York City, NY: Guildford Press.
- Kurt, S. Ç. (2017). A blended learning experience. Elementary Education Online, 16(2), 860–886.
- Ohazuruike, K. (2021). Blended learning and technological pedagogical knowledge. Journal of Global Social Sciences, 2(7), 37–49.
- Oliver, K., & Stallings, D. (2014). Preparing teachers for emerging blended learning environments. Journal of Technology and Teacher Education, 22(1), 57–81.
- Pulham, E., & Graham, C. R. (2018). Comparing K-12 online and blended teaching competencies: A literature review. Distance Education, 39(3), 411–432. [CrossRef]
- Pulham, E., Graham, C., & Short, C. (2018). Generic vs. modality-specific competencies for K-12 online and blended teaching. Journal of Online Learning Research, 4(1), 33–52.
- Shand, K., & Glasset, S. (2017). Using blended teaching to teach blended learning: Lessons learned from pre-service teachers in an ınstructional methods course. Journal of Online Learning Research, 391, 5–30. Retrieved from http://www.learntechlib.org/JOLR/v/3/n/1/.
- Short, C. R., Graham, C. R., Holmes, T., Oviatt, L., & Bateman, H. (2021). Preparing teachers to teach in k-12 blended environments: A systematic mapping review of research trends, ımpact, and themes. TechTrends : For Leaders in Education and Training, 65(6), 993–1009. [CrossRef]
- Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for covıd-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. [CrossRef]
- Stein, J., & Graham, C. R. (2014). Orientation to Blended Teaching and Learning. In Vai, M. (Edt.) 2014. Essentials for Blended Learning: A StandardsBased Guide. p.p. 9-26. Routledge. New York: USA.
- Sümer, N. (2000). Yapısal Eşitlik Modelleri. Türk Psikoloji Yazıları, 3(6), 49–74.
- Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2007). Using multivariate statistics, 5. Boston, MA: Pearson.
- Türker, M. S. (2021). Türkçeyi Ikinci/Yabancı Dil Olarak Öğreten Öğretmenlerin Harmanlanmış Öğrenme Ortamları ile Ilgili Görüşlerinin Incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 10(3), 1049–1069.
- Watson, J. (2008). Blending learning: The convergence of online and face-toface education. Promising Practices in Online Learning, 4–5.
- Yılmaz, E., Şahin, Y. L., & Akbulut, Y. (2015). Dijital veri güvenliği farkındalığı ölçeğinin geliştirilmesi. AJIT-e: Bilişim Teknolojileri online Dergisi, 6(21), 23–40.
- Zhang, W., & Zhu, C. (2017). Review on blended learning: Identifying the key themes and categories. International Journal of Information and Education Technology, 7(9), 673–678. [CrossRef]
- Zhao, S., & Song, J. (2021). What kind of support do teachers really need in a blended learning context? Australasian Journal of Educational Technology, 116–129. [CrossRef]
| APA | AYAYDIN Y, Kucuk S (2022). Adaptation of Blended Teaching Readiness Instrument to Turkish. , 138 - 145. 10.5152/hayef.2022.22017 |
| Chicago | AYAYDIN YAKUP,Kucuk Sevda Adaptation of Blended Teaching Readiness Instrument to Turkish. (2022): 138 - 145. 10.5152/hayef.2022.22017 |
| MLA | AYAYDIN YAKUP,Kucuk Sevda Adaptation of Blended Teaching Readiness Instrument to Turkish. , 2022, ss.138 - 145. 10.5152/hayef.2022.22017 |
| AMA | AYAYDIN Y,Kucuk S Adaptation of Blended Teaching Readiness Instrument to Turkish. . 2022; 138 - 145. 10.5152/hayef.2022.22017 |
| Vancouver | AYAYDIN Y,Kucuk S Adaptation of Blended Teaching Readiness Instrument to Turkish. . 2022; 138 - 145. 10.5152/hayef.2022.22017 |
| IEEE | AYAYDIN Y,Kucuk S "Adaptation of Blended Teaching Readiness Instrument to Turkish." , ss.138 - 145, 2022. 10.5152/hayef.2022.22017 |
| ISNAD | AYAYDIN, YAKUP - Kucuk, Sevda. "Adaptation of Blended Teaching Readiness Instrument to Turkish". (2022), 138-145. https://doi.org/10.5152/hayef.2022.22017 |
| APA | AYAYDIN Y, Kucuk S (2022). Adaptation of Blended Teaching Readiness Instrument to Turkish. Hayef:journal of education (Online), 19(2), 138 - 145. 10.5152/hayef.2022.22017 |
| Chicago | AYAYDIN YAKUP,Kucuk Sevda Adaptation of Blended Teaching Readiness Instrument to Turkish. Hayef:journal of education (Online) 19, no.2 (2022): 138 - 145. 10.5152/hayef.2022.22017 |
| MLA | AYAYDIN YAKUP,Kucuk Sevda Adaptation of Blended Teaching Readiness Instrument to Turkish. Hayef:journal of education (Online), vol.19, no.2, 2022, ss.138 - 145. 10.5152/hayef.2022.22017 |
| AMA | AYAYDIN Y,Kucuk S Adaptation of Blended Teaching Readiness Instrument to Turkish. Hayef:journal of education (Online). 2022; 19(2): 138 - 145. 10.5152/hayef.2022.22017 |
| Vancouver | AYAYDIN Y,Kucuk S Adaptation of Blended Teaching Readiness Instrument to Turkish. Hayef:journal of education (Online). 2022; 19(2): 138 - 145. 10.5152/hayef.2022.22017 |
| IEEE | AYAYDIN Y,Kucuk S "Adaptation of Blended Teaching Readiness Instrument to Turkish." Hayef:journal of education (Online), 19, ss.138 - 145, 2022. 10.5152/hayef.2022.22017 |
| ISNAD | AYAYDIN, YAKUP - Kucuk, Sevda. "Adaptation of Blended Teaching Readiness Instrument to Turkish". Hayef:journal of education (Online) 19/2 (2022), 138-145. https://doi.org/10.5152/hayef.2022.22017 |
