Dergiler / Turkish Online Journal of Distance Education / 2016 / Cilt: 17 - Sayı: 3

EMOTIONAL PRESENCE IN ONLINE LEARNING SCALE: A SCALE DEVELOPMENT STUDY

Sayfa
0–0
Yayın Tarihi
2016-07-01
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The factor analysis results showed that Cronbach Alpha for Giving Emotion was .86, for Receiving Emotions was .79 and for the total survey was .88.

📌 3 Maddede Bu Makale

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Amaç & Hipotez:Although emotions are not a new topic in learning environments, the emerging technologies have changed not only the type of learning environments but also the perspectives of emotions in learning environments.
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Temel Bulgular & Veri:The last version of the survey has 21 items and 2 subfactors which are “Giving Emotions” and “Receiving Emotions”.
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Sonuç & Katkı:The factor analysis results showed that Cronbach Alpha for Giving Emotion was .86, for Receiving Emotions was .79 and for the total survey was .88.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

Although emotions are not a new topic in learning environments, the emerging technologies have changed not only the type of learning environments but also the perspectives of emotions in learning environments. This study designed to develop a survey to help online instructors to understand students’ emotional statement in online learning environment. This survey focuses online instructors to know and understand what or how their students’ can reflect their feelings and also whether they are able to transfer their emotions in online learning. The last version of the survey has 21 items and 2 subfactors which are “Giving Emotions” and “Receiving Emotions”. The factor analysis results showed that Cronbach Alpha for Giving Emotion was .86, for Receiving Emotions was .79 and for the total survey was .88.

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Bu Makaleye Atıf Yap

SARSAR, F., KISLA, T. (2016). EMOTIONAL PRESENCE IN ONLINE LEARNING SCALE: A SCALE DEVELOPMENT STUDY. Turkish Online Journal of Distance Education, Cilt: 17 - Sayı: 3, 0–0. https://ajindex.com/articles/139977

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