Research Article
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Developing the Instructor Satisfaction Scale for Emergency Remote Teaching

Year 2023, Volume: 13 Issue: 2, 371 - 401, 10.09.2023

Mutlu Tahsin Üstündağ Seher Özcan Ebru Solmaz

https://doi.org/10.19126/suje.1201327

Abstract

The distance education process, which started without adequate preparation due to the COVID 19 pandemic, is called emergency distance education or emergency remote teaching terms in literature. The adaptation and satisfaction of the instructors to this process draws attention as an important variable. The aim of the study is to develop a valid and reliable measurement tool in order to determine the satisfaction levels of the instructors who teach in the emergency remote teaching process. The study started with the creation of the item pool with the literature review and continued with the evaluation of the items through expert opinion. . As a result of the exploratory factor analysis made with the data obtained from 400 instructors, a scale containing 28 items in 5 factors was obtained. These factors are named as “the instructor's belief in distance education”, “the instructor's competence in distance education”, “ICT infrastructure”, “the student-instructor interaction”, “flexibility and opportunities”. The structure of the scale, which consists of 5 dimensions and 27 items, was confirmed by the confirmatory factor analysis verified with the data obtained from 453 instructors. The reliability of the scale was calculated as .93 with the 2022-2023 fall and spring semester data obtained from 340 instructors.

Keywords

Emergency remote teaching satisfaction scale instructor Emergency remote teaching, satisfaction scale, instructor

References

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Year 2023, Volume: 13 Issue: 2, 371 - 401, 10.09.2023

Mutlu Tahsin Üstündağ Seher Özcan Ebru Solmaz

https://doi.org/10.19126/suje.1201327

Abstract

Keywords

Emergency remote teaching satisfaction scale instructor

References

  • Al Lily, A. E., Ismail, A. F., Abunasser, F. M., & Alqahtani, R. H. A. (2020). Distance education as a response to pandemics: Coronavirus and Arab culture. Technology in society, 63, 101317.
  • Ateş, V., & Güyer, T. (2016). Bir Öğrenme Yönetim Sisteminin Öğretim Elemanları Tarafından Değerlendirilmesi: Gazi Üniversitesi Örneği. Journal of Information Technologies, 9(1), 1. https://doi.org/10.17671/btd.01463
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://oce.ovid.com/article/00006832-197703000-00002
  • 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. https://doi.org/https://doi.org/10.1016/0167-8116(95)00038-0
  • Blundell, G. E. (2015). A Disrupion Of Online Learning Course Design:Comparing Self-Reported Levels Of Faculty Satisfaction Wıth Online Courses Created Applying The 2011-2013 Edition Of The Quality Matterstm Rubrıc Standards To Those Onlıne Courses Created Wıthout. http://Rave.Ohiolink.Edu/Etdc/View?Acc_Num=Kent1426268368
  • Blundell, G. E., Castañeda, D. A., & Lee, J. (2020). A Multi-İnstitutional Study Of Factors İnfluencing Faculty Satisfaction With Online Teaching And Learning. Online Learning Journal, 24(4), 229–253. https://doi.org/10.24059/Olj.V24i4.2175
  • Bolliger, D. U., Inan, F. A., & Wasilik, O. (2014). Development And Validation Of The Online Instructor Satisfaction Measure (Oısm). Educational Technology & Society, 17(2), 183–195. Https://Eds.S.Ebscohost.Com/Eds/Pdfviewer/Pdfviewer?Vid=0&Sid=6798876b-4886-4073-8edf-03730f211369%40redis
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  • Caena, F., & Redecker, C. (2019). Aligning Teacher Competence Frameworks To 21st Century Challenges: The Case For The European Digital Competence Framework For Educators (Digcompedu). European Journal Of Education, 54(3), 356–369. https://Doi.Org/10.1111/Ejed.12345
  • Carpenter, S. (2018). Ten Steps İn Scale Development And Reporting: A Guide For Researchers. Communication Methods And Measures, 12(1), 25–44. https://doi.org/10.1080/19312458.2017.1396583
  • Çelik Eren, D., Korkmaz, M., Öz Yıldırım, Ö., & Aydın Avcı, İ. (2021). Covıd-19 Pandemi Sürecinde Hemşirelik Öğrencilerinin Uzaktan Eğitime Karşı Tutum ve Memnuniyet Düzeyleri. Journal Of Anatolia Nursing And Health Sciences, 24(2), 246–254. https://doi.org/10.17049/Ataunıhem.862820
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  • Creswell, J. W. (2012). Educational Research: Planning, Conducting, And Evaluating Quantitative And Qualitative Research (4th Ed.). Pearson.
  • Daumiller, M., Janke, S., Rinas, R., Dickhäuser, O., & Dresel, M. (2022). Need Satisfaction And Achievement Goals Of University Faculty: An İnternational Study Of Their İnterplay And Relevance. Higher Education, 83(6), 1183–1206. https://doi.org/10.1007/S10734-021-00736-1
  • Devellis, R. F. (2003). Scale Development: Theory And Applications (Second). Sage Publications.
  • Devellis, R. F. (2017). Scale Development: Theory And Applications (Fourth). Sage Publications.
  • El Refae, G. A., Kaba, A., & Eletter, S. (2021). Distance Learning During Covıd-19 Pandemic: Satisfaction, Opportunities And Challenges As Perceived By Faculty Members And Students. Interactive Technology And Smart Education, 18(3), 298–318. https://doi.org/10.1108/Itse-08-2020-0128
  • Eren, H. B., Güler, Y., Güler, D., Çokluk-Bökeoglu, Ö., & Tuncel, S. (2022). Çevrim İçi Beden Eğitimi ve Spor Dersine Yönelik Öğrenci Memnuniyet Ölçeğinin Geliştirilmesi. Avrasya Spor Bilimleri ve Eğitim Dergisi, 4(2), 135-156.
  • Ergönül, E., Yurt, A., Kırkım, G., Yener, N., Çımrın, D., & Kutluk, K. (2020). Online Education in Covid-19 Period in Terms of Students and Instructors: A Cross-Sectional Assessment. Smyrna Tıp Dergisi, 14–21.
  • Estrada Aguilar, L. M., Yoong Parraga, C. E., & Bustamante Gracia, K. S. (2022). Development Of A Faculty Satisfaction Questionnaire For Ecuadorian Higher İnstitutions. Journal Of Applied Research İn Higher Education. https://doi.Org/10.1108/Jarhe-03-2022-0097
  • Farooq, R. (2016). Role Of Structural Equation Modeling İn Scale Development. Journal Of Advances İn Management Research, 13(1). https://doi.org/10.1108/Jamr-05-2015-0037
  • Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing For Transition: Supporting Teachers And Students Cope With Emergency Remote Education. Postdigital Science And Education, 2(3), 906–922. https://doi.org/10.1007/S42438-020-00185-6/Fıgures/3
  • Hampton, D., Culp-Roche, A., Hensley, A., Wilson, J., Otts, J. A., Thaxton-Wiggins, A., ... & Moser, D. K. (2020). Self-efficacy and satisfaction with teaching in online courses. Nurse educator, 45(6), 302-306.
  • Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The Difference Between Emergency Remote Teaching And Online Learning | Educause. https://Er.Educause.Edu/Articles/2020/3/The-Difference-Between-Emergency-Remote-Teaching-And-Online-Learning
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  • Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53– 60.
  • Hotar, N., Özcan, M.A., Baran, B., Yacı, N.Ş., Karagöz, E., (2021). Acil Uzaktan Eğitimden Ne Öğrendik? Öğrenci ve Öğretim Elemanı Görüşlerinin Karşılaştırılması. The Western Anatolia Journal Of Educational Sciences (Wajes), 12(2), 673–690. https://doi.org/10.51460/Baebd.986090
  • Ismayilova, K., & Klassen, R. M. (2019). Research And Teaching Self-Efficacy Of University Faculty: Relations With Job Satisfaction. International Journal Of Educational Research, 98, 55–66. https://doi.org/10.1016/J.Ijer.2019.08.012
  • Jaggars, S. S., & Xu, D. (2016). How Do Online Course Design Features İnfluence Student Performance? Computers & Education, 95, 270–284. https://doi.Org/10.1016/J.Compedu.2016.01.014
  • Jarab, F., Al-Qerem, W., Jarab, A. S., & Banyhani, M. (2022). Faculties’ Satisfaction With Distance Education During Covıd-19 Outbreak İn Jordan. Frontiers İn Education, 7. https://doi.org/10.3389/Feduc.2022.789648
  • Joshi, M. A., Krishnappa, P., & Prabhu, A. V. (2022). Faculty Satisfaction And Perception Regarding Emergency Remote Teaching : An Exploratory Study. Medical Journal, Armed Forces India. https://doi.org/10.1016/J.Mjafı.2022.04.005
  • Kafes, A. Y., & Yıldırım, A. (2021). Üniversite Öğrencilerinin Uzaktan Eğitim Memnuniyeti Ölçeği’nin Geliştirilmesi: Geçerlik Ve Güvenirlik Çalışması. Turkish Studies, 16(6), 1641–1657.
  • Luongo, N. (2018). An Examination Of Distance Learning Faculty Satisfaction Levels And Self-Perceived Barriers. Journal Of Educators Online, 15(2).
  • Marasi, S., Jones, B., & Parker, J. M. (2022). Faculty satisfaction with online teaching: a comprehensive study with American faculty. Studies in Higher Education, 47(3), 513-525.
  • Metin, M., Çevik, A., & Gürbey, S. (2021). Öğretmenlerin Uzaktan Eğitime Yönelik Görüşlerini Belirlemek İçin Ölçek Geliştirme Çalışması. Maarif Mektepleri Uluslararası Sosyal ve Beşeri Bilimler Dergisi. https://doi.org/10.47155/Mamusbbd.911344
  • Morgan, G. A., & Driego, O. V. (1998). Easy Use And İnterpretation Of Spss For Windows: Answering Research Questions With Statistics (Vol 1). Psychology Press.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Mutlu Tahsin Üstündağ 0000-0001-6198-2819

Seher Özcan 0000-0001-8473-3807

Ebru Solmaz 0000-0003-4893-450X

Early Pub Date September 10, 2023
Publication Date September 10, 2023
Published in Issue Year 2023 Volume: 13 Issue: 2

Cite

APA Üstündağ, M. T., Özcan, S., & Solmaz, E. (2023). Developing the Instructor Satisfaction Scale for Emergency Remote Teaching. Sakarya University Journal of Education, 13(2), 371-401. https://doi.org/10.19126/suje.1201327

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