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: 305 DOWNLOADS: 238 Publication date: 28 Jan 2021
OPEN ACCESS VIEWS: 305 DOWNLOADS: 238 Publication date: 28 Jan 2021
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.
Compulsory Distance Education, COVID 19, Elementary School Teachers’ View Scale, Zoom.
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
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