Browsing by Author "Tat, O."

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Electronic Assessment Anxiety Scale: Development, Validity and Reliability
(Anadolu Universitesi, 2024) Tat, O.; Kilic, A.F.
The widespread availability of internet access in daily life has resulted in a greater acceptance of online assessment methods. E-assessment platforms offer various features such as randomizing questions and answers, utilizing extensive question banks, setting time limits, and managing access during online exams. Electronic assessment enables real-time monitoring, customization, and scalability of feedback, benefiting students, academic staff, and administrative personnel. However, students encounter specific challenges in the electronic assessment environments. These challenges include limited control over test settings and the isolated nature of taking exams without peers. Furthermore, the technological proficiency of both instructors and students, along with resource constraints (computers, mobile devices, internet), can impede the effective utilization of these assessment tools. Technical issues like slow internet connection or disconnections can have significant consequences, especially in online exams, posing difficulties for corrections. The main goal of this study is to develop a Likert-type scale capable of measuring anxiety related to technical issues, social isolation, and the test interface experienced in e-assessment contexts. The study consists of two separate groups: the first group comprising 359 participants and the second group consisting of 356 participants. Both groups include undergraduate and pedagogical formation certificate program students from a university in the Eastern Anatolia Region of Turkiye. Construct validity was assessed through exploratory and confirmatory factor analyses. Item parameters were examined using item analysis based on classical test theory. As a result of the study, a two-factor scale structure comprising 21 items measuring social and technical anxiety was developed. These two dimensions account for 59.89% of the total variance. The Cronbach’s alpha coefficient for the entire scale was 0.93, the McDonald’s omega coefficient was 0.93, and the construct reliability was 0.99. © (2024), (Anadolu Universitesi). All rights reserved.
Why Students Do Not Prefer Online Learning: The Role of E-Learning Readiness and Community of Inquiry
(Duzce University, Faculty of Education, 2025) Keskin, S.; Tat, O.
This study examines at how e-learning readiness and the Community of Inquiry framework affect higher education students' preferences for various teaching delivery modes. In the study, Latent Class Analysis was used to profile the participants based on autonomous learning attributes, which is the pedagogical sub-dimension of e-learning readiness. As a result of this analysis, three classes were obtained as LC1 (high self-directed learning, low e-learning motivation), LC2 (high self-directed learning, medium-high e-learning motivation) and LC3 (medium level in all factors). When students' overall teaching mode preferences were analyzed using the Bradley-Terry model, a hierarchy of preferences was found, with blended learning, followed by face-to-face and finally online learning. Blended learning was widely preferred by LC2 and LC3, while LC1 showed an overwhelming preference for face-to-face. The inclusion of Community of Inquiry in the model made these differences in preferences even more pronounced. For LC1, face-to-face learning dominated preferences for social presence, while, remarkably, it showed an almost exclusive preference for teaching presence and cognitive presence. The findings highlight the importance of direct guidance and interaction in face-to-face settings, which may be more effective than the flexibility of online environments for certain learner profiles. Moreover, they may emphasize the necessity of varied instructional methods in higher education to meet the diverse demands of students. © 2025, Duzce University, Faculty of Education. All rights reserved.