Öz
Bu araştırmada sorgulama topluluğu modelinin bilişsel buradalık alt boyutu, bilişsel buradalık ölçeği şeklinde bağımsız bir yapı olarak incelenmiş ve farklı demografik değişkenlerle ilişkisi araştırılmıştır. Çalışma grubu, bir kamu kurumunun dört farklı bölgesinde görev yapan 825 çalışandan oluşmaktadır. Ölçeğin psikometrik özelliklerini test etmek amacıyla yapı geçerliğini güçlendiren iki aşamalı faktör analitik yaklaşım benimsenmiş ve örneklem açımayıcı faktör analizi ve doğrulayıcı faktör analizi için rassal olarak iki gruba ayrılmıştır. Veriler, sorgulama topluluğu ölçeğinin bilişsel buradalık alt boyutu kullanılarak toplanmış ve demografik bilgiler kurumsal kaynak yönetim sisteminden elde edilmiştir Yapılan analizler sonucunda ölçeğin tek faktörlü yapısı doğrulanmış ve toplam varyansın %74.399'unu açıkladığı belirlenmiştir. Ölçek yüksek düzeyde güvenirlik (.969) göstermiş ve doğrulayıcı faktör analizi sonuçları, yapının mükemmel uyum değerlerine sahip olduğunu ortaya koymuştur. Araştırma örnekleminden elde edilen bulgulara göre bilişsel buradalık düzeyinin cinsiyet, yaş, görev yeri ve ünvan gibi demografik değişkenlerden bağımsız olduğu tespit edilmiştir. Bu sonuçlar, çevrim içi öğrenme ortamlarının tasarımı ve değerlendirilmesinde bilişsel buradalığın bağımsız bir yapı olarak ele alınmasının önemini vurgulamaktadır. Bulgular, daha önce literatürde çoğunlukla üniversite öğrencileri ile uygulanan sorgulama topluluğu ölçeğinin bilişsel buradalık alt boyutunun bu çalışmada genç ve yetişkin çalışanların hizmet içi eğitimlerinde de çevrim içi öğrenme ortamlarında öğrenenlerin eleştirel düşünme, anlam oluşturma ve sorgulama süreçlerini ölçen geçerli ve güvenilir bir ölçme aracı olarak işlev gördüğünü göstermektedir.
Anahtar Kelimeler
bilişsel buradalık sorgulama topluluğu modeli çevrimiçi öğrenme
Kaynakça
- • Akyol, Z. ve Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250. https://doi.org/10.1111/j.1467-8535.2009.01029.x
- • Akyol, Z., Garrison, D. R. ve Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65–83. https://doi.org/10.19173/irrodl.v10i6.765
- • Anderson, T. ve Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
- • Appleton, J. J., Christenson, S. L. ve Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
- • Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C. ve Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of İnquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136. https://doi.org/10.1016/j.iheduc.2008.06.003
- • Castellanos-Reyes, D. (2020). 20 years of the Community of İnquiry framework. TechTrends, 64(4), 557–560. https://doi.org/10.1007/s11528-020-00491-7
- • Comrey, A. L. ve Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Lawrence Erlbaum.
- • Czerkawski, B. C. (2016). Blending formal and informal learning networks for online learning. The International Review of Research in Open and Distributed Learning, 17(3), 138–156. https://doi.org/10.19173/irrodl.v17i3.2369
- • DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). SAGE Publications.
- • Fredricks, J. A., Blumenfeld, P. C. ve Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
- • Garrison, D. R. (2016). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge.
- • Garrison, D. R. ve Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. Routledge.
- • Garrison, D. R. ve Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
- • Garrison, D. R., Anderson, T. ve Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
- • Garrison, D. R., Anderson, T. ve Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
- • George, D. ve Mallery, P. (2020). IBM SPSS Statistics 26 step by step: A simple guide and reference (16th ed.). Routledge.
- • Gutiérrez-Santiuste, E., Rodríguez-Sabiote, C. ve Gallego-Arrufat, M. J. (2015). Cognitive presence through social and teaching presence in communities of inquiry: A correlational-predictive study. Australasian Journal of Educational Technology, 31(3), 349–362. https://doi.org/10.14742/ajet.1666
- • Hair, J. F., Black, W. C., Babin, B. J. ve Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
- • IBM Corp. (2016). IBM SPSS AMOS (Version 24.0) [Computer software]. IBM Corp.
- • IBM Corp. (2017). IBM SPSS Statistics for Windows (Version 25.0) [Computer software]. IBM Corp.
- • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/BF02291575
- • Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
- • Kozan, K. ve Caskurlu, S. (2018). On the relationships between cognitive presence, cognitive load, and critical thinking in a research course: A path analysis. Contemporary Educational Technology, 9(1), 42–60. https://doi.org/10.30935/cedtech/6211
- • Kozan, K. ve Richardson, J. C. (2014). Interrelationships between and among social, teaching, and cognitive presence. The Internet and Higher Education, 21, 68–73. https://doi.org/10.1016/j.iheduc.2013.10.002
- • MacCallum, R. C., Widaman, K. F., Zhang, S. ve Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99. https://doi.org/10.1037/1082-989X.4.1.84
- • Mann, S. J. (2001). Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education, 26(1), 7–19. https://doi.org/10.1080/03075070020030689
- • Orçan, F. (2018). Exploratory and confirmatory factor analysis: Which one to use first? Journal of Measurement and Evaluation in Education and Psychology, 9(4), 413–421. https://doi.org/10.21031/epod.394323
- • Öztürk, E. (2012). An adaptation of the Community of İnquiry Index: The study of validity and reliability. Elementary Education Online, 11(2), 408–422.
- • Shea, P. ve Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education. Computers and Education, 52(3), 543-55 n, 52(3), 543–553. https://doi.org/10.1016/j.compedu.2008.10.007
- • Smallwood, J. ve Schooler, J. W. (2015). The science of mind wandering: Empirically navigating the stream of consciousness. Annual Review of Psychology, 66, 487–518. https://doi.org/10.1146/annurev-psych-010814-015331
- • Tabachnick, B. G. ve Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
- • Vaughan, N. D., Cleveland-Innes, M. ve Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press.
- • Wang, X. ve Stein, Z. (2014). Understanding cognitive presence in online learning environments: A structural equation modeling approach. Educational Technology Research and Development, 62(6), 841–859. https://doi.org/10.1007/s11423-014-9371-5
- • Zhang, W. ve Lin, C. (2021). Cognitive presence and online learning performance: A meta-analysis. Educational Technology Research and Development, 69(6), 1321–1341. https://doi.org/10.1007/s11423-021-10029-0
Öz
In this study, the cognitive presence dimension of the community of inquiry model was examined as an independent construct in the form of the cognitive presence scale, and its relationship with various demographic variables was investigated. The study group consists of 825 employees working in four different regions of a public institution. To test the psychometric properties of the scale, a two-stage factor analytic approach that strengthens construct validity was adopted, and the sample was randomly divided into two groups for exploratory factor analysis and confirmatory factor analysis.The data were collected using the cognitive presence subdimension of the community of inquiry scale, and demographic information was obtained from the institution's enterprise resource planning (ERP) system. The analyses confirmed the single-factor structure of the scale and determined that it explained 74.399% of the total variance. The scale demonstrated high reliability (.969), and confirmatory factor analysis results revealed that the structure had excellent fit indices. According to the findings obtained from the research sample, cognitive presence levels were found to be independent of demographic variables such as gender, age, work location, and job title. These results emphasize the importance of treating cognitive presence as an independent construct in the design and evaluation of online learning environments. The findings indicate that the Turkish version of the cognitive presence scale, which was previously mostly applied to university students in the literature, functions as a valid and reliable measurement tool in this study for measuring critical thinking, meaning-making, and inquiry processes of adult learners in online learning environments during in-service training.
Anahtar Kelimeler
cognitive presence community of inquiry model online learning
Kaynakça
- • Akyol, Z. ve Garrison, D. R. (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42(2), 233–250. https://doi.org/10.1111/j.1467-8535.2009.01029.x
- • Akyol, Z., Garrison, D. R. ve Ozden, M. Y. (2009). Online and blended communities of inquiry: Exploring the developmental and perceptional differences. The International Review of Research in Open and Distributed Learning, 10(6), 65–83. https://doi.org/10.19173/irrodl.v10i6.765
- • Anderson, T. ve Dron, J. (2011). Three generations of distance education pedagogy. The International Review of Research in Open and Distributed Learning, 12(3), 80–97. https://doi.org/10.19173/irrodl.v12i3.890
- • Appleton, J. J., Christenson, S. L. ve Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369–386. https://doi.org/10.1002/pits.20303
- • Arbaugh, J. B., Cleveland-Innes, M., Diaz, S. R., Garrison, D. R., Ice, P., Richardson, J. C. ve Swan, K. P. (2008). Developing a community of inquiry instrument: Testing a measure of the Community of İnquiry framework using a multi-institutional sample. The Internet and Higher Education, 11(3–4), 133–136. https://doi.org/10.1016/j.iheduc.2008.06.003
- • Castellanos-Reyes, D. (2020). 20 years of the Community of İnquiry framework. TechTrends, 64(4), 557–560. https://doi.org/10.1007/s11528-020-00491-7
- • Comrey, A. L. ve Lee, H. B. (1992). A first course in factor analysis (2nd ed.). Lawrence Erlbaum.
- • Czerkawski, B. C. (2016). Blending formal and informal learning networks for online learning. The International Review of Research in Open and Distributed Learning, 17(3), 138–156. https://doi.org/10.19173/irrodl.v17i3.2369
- • DeVellis, R. F. (2017). Scale development: Theory and applications (4th ed.). SAGE Publications.
- • Fredricks, J. A., Blumenfeld, P. C. ve Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
- • Garrison, D. R. (2016). E-learning in the 21st century: A community of inquiry framework for research and practice (3rd ed.). Routledge.
- • Garrison, D. R. ve Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. Routledge.
- • Garrison, D. R. ve Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157–172. https://doi.org/10.1016/j.iheduc.2007.04.001
- • Garrison, D. R., Anderson, T. ve Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
- • Garrison, D. R., Anderson, T. ve Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
- • George, D. ve Mallery, P. (2020). IBM SPSS Statistics 26 step by step: A simple guide and reference (16th ed.). Routledge.
- • Gutiérrez-Santiuste, E., Rodríguez-Sabiote, C. ve Gallego-Arrufat, M. J. (2015). Cognitive presence through social and teaching presence in communities of inquiry: A correlational-predictive study. Australasian Journal of Educational Technology, 31(3), 349–362. https://doi.org/10.14742/ajet.1666
- • Hair, J. F., Black, W. C., Babin, B. J. ve Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning.
- • IBM Corp. (2016). IBM SPSS AMOS (Version 24.0) [Computer software]. IBM Corp.
- • IBM Corp. (2017). IBM SPSS Statistics for Windows (Version 25.0) [Computer software]. IBM Corp.
- • Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. https://doi.org/10.1007/BF02291575
- • Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.). Guilford Press.
- • Kozan, K. ve Caskurlu, S. (2018). On the relationships between cognitive presence, cognitive load, and critical thinking in a research course: A path analysis. Contemporary Educational Technology, 9(1), 42–60. https://doi.org/10.30935/cedtech/6211
- • Kozan, K. ve Richardson, J. C. (2014). Interrelationships between and among social, teaching, and cognitive presence. The Internet and Higher Education, 21, 68–73. https://doi.org/10.1016/j.iheduc.2013.10.002
- • MacCallum, R. C., Widaman, K. F., Zhang, S. ve Hong, S. (1999). Sample size in factor analysis. Psychological Methods, 4(1), 84–99. https://doi.org/10.1037/1082-989X.4.1.84
- • Mann, S. J. (2001). Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education, 26(1), 7–19. https://doi.org/10.1080/03075070020030689
- • Orçan, F. (2018). Exploratory and confirmatory factor analysis: Which one to use first? Journal of Measurement and Evaluation in Education and Psychology, 9(4), 413–421. https://doi.org/10.21031/epod.394323
- • Öztürk, E. (2012). An adaptation of the Community of İnquiry Index: The study of validity and reliability. Elementary Education Online, 11(2), 408–422.
- • Shea, P. ve Bidjerano, T. (2009). Community of inquiry as a theoretical framework to foster "epistemic engagement" and "cognitive presence" in online education. Computers and Education, 52(3), 543-55 n, 52(3), 543–553. https://doi.org/10.1016/j.compedu.2008.10.007
- • Smallwood, J. ve Schooler, J. W. (2015). The science of mind wandering: Empirically navigating the stream of consciousness. Annual Review of Psychology, 66, 487–518. https://doi.org/10.1146/annurev-psych-010814-015331
- • Tabachnick, B. G. ve Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
- • Vaughan, N. D., Cleveland-Innes, M. ve Garrison, D. R. (2013). Teaching in blended learning environments: Creating and sustaining communities of inquiry. Athabasca University Press.
- • Wang, X. ve Stein, Z. (2014). Understanding cognitive presence in online learning environments: A structural equation modeling approach. Educational Technology Research and Development, 62(6), 841–859. https://doi.org/10.1007/s11423-014-9371-5
- • Zhang, W. ve Lin, C. (2021). Cognitive presence and online learning performance: A meta-analysis. Educational Technology Research and Development, 69(6), 1321–1341. https://doi.org/10.1007/s11423-021-10029-0
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Test, Ölçme ve Psikometri (Diğer) |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Erken Görünüm Tarihi | 7 Mayıs 2025 |
| Yayımlanma Tarihi | |
| Gönderilme Tarihi | 30 Aralık 2024 |
| Kabul Tarihi | 25 Nisan 2025 |
| Yayımlandığı Sayı | Yıl 2025 Cilt: 13 Sayı: Erken Görünüm (Early Apperance) |
ÖNEMLİ NOT: DERGİMİZ ÖZEL SAYILAR HARİCİNDE HER YILIN NİSAN, AĞUSTOS VE ARALIK AYLARINDA OLMAK ÜZERE YILDA ÜÇ DEFA YAYIMLANMAKTADIR. ADAY ÇALIŞMALAR SAYIYA ÖZEL GÖNDERİLMEMEKTEDİR. DERGİMİZE GÖNDERİLEN MAKALELER DEĞERLENDİRME SÜRECİNİN TAMAMLANMASINI TAKİBEN UYGUN OLAN İLK SAYIDA YAYIMLANMAKTADIR.