The European Educational Researcher

Elementary School Teachers' Views Scale on the Using Zoom in Compulsory Distance Education During the Pandemic: Psychometric Properties

The European Educational Researcher, Volume 4, Issue 2, June 2021, pp. 267-282
OPEN ACCESS VIEWS: 658 DOWNLOADS: 435 Publication date: 28 Jan 2021
ABSTRACT
Just as important phenomena such as natural disasters, conflicts and pandemics have effects on people's lives, new technologies also have impacts on people's lives and lifestyles. As a part of COVID-19, many countries have been forced to practice distance education at almost all educational levels. The pandemic of COVID-19 inspired educators to schedule for online learning. To help students learn, educators have used a range of online synchronous meeting technologies (SMTs). Zoom is a widely used, immersive, and easy-to-use SMT. In order to integrate Zoom application effectively which has started to be used in many countries and at all levels of education, it is essential to determine the teachers' thoughts and attitudes about using Zoom in the distance education process. To assess teachers' views, a valid and reliable measuring tool is needed. This research sought to create a valid and reliable scale that would assess teachers' views on the use of Zoom in distance education based on this need. The scale validity and reliability analysis have used for content validity, EFA, CFA, Cronbach alpha, and Composite reliability. According to the study's findings the scale is valid and reliable. Future researchers will be able to apply the developed scale in our study, to teachers working at various educational levels. Furthermore, the scale can be adapted for teachers serving in a variety of countries and cultures.
KEYWORDS
Compulsory Distance Education, COVID 19, Elementary School Teachers’ View Scale, Zoom.
CITATION (APA)
Memiş, C. (2021). Elementary School Teachers' Views Scale on the Using Zoom in Compulsory Distance Education During the Pandemic: Psychometric Properties. The European Educational Researcher, 4(2), 267-282. https://doi.org/10.31757/euer.428
REFERENCES
  1. Bakioğlu, B., & Çevik, M. (2020). COVID-19 Pandemisi Sürecinde Fen Bilimleri Öğretmenlerinin Uzaktan Eğitime
  2. İlişkin Görüşleri [Science Teachers’ Views on Distance Education in the COVID-19 Pandemic Process]. Journal of Turkish Studies, 15(Issue 4), 109–129. https://doi.org/10.7827/turkishstudies.43502
  3. Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus
  4. (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7937
  5. Becta. (2004). A review of the research literature on barriers to the uptake of ICT by teachers.
  6. https://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litrev.pdf
  7. Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., Lambert, S. R., Al-freih, M., Pete, J.,
  8. Olcott, D., Rodes, V., Aranciaga, I., Alvarez, A. V, Roberts, J., Pazurek, A., Raffaghelli, J. E., Coëtlogon, P.
  9. De, Shahadu, S., Brown, M., … Mano, M. (2020). A global outlook to the interruption of education due to COVID-19 Pandemic : Navigating in a time of uncertainty and crisis. 15(1), 1–126.
  10. Cohen, L., Manion, L., & Morrison, K. (1994). Educational research methodology. Athens: Metaixmio.
  11. Demir, S. (2011). Two inseparable facets of technology integration programs: Technology and theoretical framework. Eurasia Journal of Mathematics, Science and Technology Education, 7(2), 75–88. https://doi.org/10.12973/ejmste/75182
  12. Deng, M., Wang, S., Guan, W., & Wang, Y. (2017). The development and initial validation of a questionnaire of inclusive teachers’ competency for meeting special educational needs in regular classrooms in China. International Journal of Inclusive Education, 21(4), 416–427. https://doi.org/10.1080/13603116.2016.1197326
  13. Edwards, J. R., & Bagozzi, R. P. (2000). On the nature and direction of relationships between constructs and measures. Psychological Methods, 5(2), 155–174. https://doi.org/10.1037//1082-989x.5.2.155
  14. Ertmer, P. A. (2005). Teacher Pedagogical Beliefs : The Final Frontier in Our Quest for Technology Integration ?
  15. Educational Technology Research and Development, 53(4), 25–39. https://doi.org/10.1007/BF02504683
  16. Ghahramanian, A., Zamanzadeh, V., Rassouli, M., Abbaszadeh, A., Alavi-Majd, H., & Nikanfar, A.-R. (2015). Design and Implementation Content Validity Study: Development of an instrument for measuring Patient-
  17. Centered Communication. Journal of Caring Sciences, 4(2), 165–178. https://doi.org/10.15171/jcs.2015.017
  18. Hair, J. F. J., Black, W. C., Babin, B. J., & Anderson, R. E. (2014). Multivariate Data Analysis (Seventh ed).
  19. Pearson Education, Inc.
  20. Jackson, D. L., Gillaspy, J. A., & Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis:
  21. An overview and some recommendations. Psychological Methods, 14(1), 6–23. https://doi.org/10.1037/a0014694
  22. Kline, T. J. B. (2005). Psychological Testing Apractical Approach to Design and Evaluation. Sage publications.
  23. Kohnke, L., & Moorhouse, B. L. (2020). Facilitating Synchronous Online Language Learning through Zoom. RELC Journal, August. https://doi.org/10.1177/0033688220937235
  24. Kovacic, D. (2018). Using the Content Validity Index to Determine Content Validity of an Instrument Assessing
  25. Health Care Providers’ General Knowledge of Human Trafficking. Journal of Human Trafficking, 4(4), 327– 335. https://doi.org/10.1080/23322705.2017.1364905
  26. Lapada, A. A., Miguel, F. F., Robledo, D. A. R., & Alam, Z. F. (2020). Teachers’ Covid-19 Awareness, Distance Learning Education Experiences and Perceptions towards Institutional Readiness and Challenges.
  27. International Journal of Learning, Teaching and Educational Research, 19(6), 127–144. https://doi.org/10.26803/ijlter.19.6.8
  28. Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79–105. https://doi.org/10.1080/09523987.2018.1439712
  29. Murphy, L., Eduljee, N. B., & Croteau, K. (2020). College Student Transition to Synchronous Virtual Classes during the COVID-19 Pandemic in Northeastern United States. Pedagogical Research, 5(4), em0078. https://doi.org/10.29333/pr/8485
  30. Nicola, M., Alsafi, Z., Sohrabi, C., Kerwan, A., Al-Jabir, A., Iosifidis, C., Agha, M., & Agha, R. (2020). The socioeconomic implications of the coronavirus pandemic (COVID-19): A review. International Journal of Surgery, 78(January), 185–193. https://doi.org/10.1016/j.ijsu.2020.04.018
  31. Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers and Education, 37(2), 163–178. https://doi.org/10.1016/S0360-1315(01)00045-8
  32. Phan, T. T. N., & Dang, L. T. T. (2017). Teacher Readiness for Online Teaching: A Critical Review. Int. J. Open
  33. Distance E-Learn. IJODeL, 3(1), 1–16. http://ijodel.com/wp-content/uploads/2017/12/001_Phan_Dang.pdf
  34. Polit, D. F., Beck, C. T., & Owen, S. V. (2007). Is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30(4), 459–467. https://doi.org/10.1002/nur.20199
  35. Radwan, A., & Radwan, E. (2020). Social and Economic Impact of School Closure during the Outbreak of the COVID-19 Pandemic: A Quick Online Survey in the Gaza Strip. Pedagogical Research, 5(4), em0068. https://doi.org/10.29333/pr/8254
  36. Sherry, L., & Gibson, D. (2002). The path to teacher leadership. Contemporary Issues in Technology and Teacher
  37. Education, 2(2), 178–203. http://www.citejournal.org/vol2/iss2/general/article2.cfm
  38. Spathis, P., & Dey, R. (2020). What Is Zoom Not Telling You : Lessons From an Online Course During COVID-19. https://hal.archives-ouvertes.fr/hal-02936885
  39. Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in
  40. Science Education. Research in Science Education, 48(6), 1273–1296. https://doi.org/10.1007/s11165-0169602-2
  41. The jamovi project. (2020). jamovi ((Version 1.6)). https://www.jamovi.org/
  42. Tsarapkina, J. M., Anisimova, A. V., Grigoriev, S. G., Alekhina, A. A., & Mironov, A. G. (2020). Application of Zoom and Mirapolis Virtual Room in the context of distance learning for students. Journal of Physics: Conference Series, 1691(1). https://doi.org/10.1088/1742-6596/1691/1/012094
  43. Watkins, M. W. (2018). Exploratory Factor Analysis: A Guide to Best Practice. Journal of Black Psychology, 44(3), 219–246. https://doi.org/10.1177/0095798418771807
  44. Williams, B., Onsman, A., & Brown, T. (2010). Exploratory factor analysis: A five-step guide for novices. Journal of Emergency Primary Health Care, 8(3), 1–13. https://doi.org/10.33151/ajp.8.3.93
  45. Yong, A. G., & Pearce, S. (2013). A Beginner’s Guide to Factor Analysis: Focusing on Exploratory Factor Analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79–94. https://doi.org/10.20982/tqmp.09.2.p079
  46. Yusoff, M. S. B. (2019). ABC of Content Validation and Content Validity Index Calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6
LICENSE
Creative Commons License