Development of a participation style scale for online instructional discussions

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dc.authorid0000-0003-3803-3732
dc.contributor.authorPala, Ferhat Kadir
dc.contributor.authorErdem, Mukaddes
dc.date.accessioned2021-02-02T10:29:07Z
dc.date.available2021-02-02T10:29:07Z
dc.date.issued2020
dc.departmentEğitim Fakültesi
dc.descriptionPala, Ferhat Kadir ( Aksaray, Yazar )
dc.description.abstractThe purpose of this study is to develop a standardized measurement tool that can be used to determine the participation styles of individuals participating in online instructional discussions. The scale consists of two dimensions called ‘Why’ and ‘How.’ The Why dimension comprises the main motivators of the participants’ participation in online instructional environments, whereas the How dimension comprises items expressing participation behaviors or forms. Two separate datasets were used for exploratory factor analysis (450 participants) and confirmatory factor analysis (693 participants), and the scale was applied to both undergraduate and graduate students. The scale consisted of eight factors, with four in the Why dimension and four in the How dimension. The results of confirmatory factor analysis showed that the scale was able to identify four different patterns of participation. Expressed as participation styles, these patterns are To Socialize/Connective, To Get Information/Analytical, To Discuss/Innovative, and To Fulfill Requirements/Practical. According to these results, the Participation Style Scale for Online Instructional Discussions was assumed to be a valid and a reliable measurement tool for determining the participation styles of participants of online instructional discussions. These four styles are thought to contribute to the instructors, the researchers, and the learners who want to benefit from effective learning in online environments. Instructors and researchers can determine learners’ participation styles before organizing discussion environments, and learners who think and gain awareness about their own participation styles can manage their discussion and learning processes more effectively.
dc.identifier.doi10.1007/s11423-020-09817-x
dc.identifier.endpage3233en_US
dc.identifier.issn1042-1629
dc.identifier.issue6en_US
dc.identifier.pmid35194355
dc.identifier.scopusqualityQ1
dc.identifier.startpage3213en_US
dc.identifier.urihttps:/dx.doi.org/10.1007/s11423-020-09817-x
dc.identifier.urihttps://hdl.handle.net/20.500.12451/7711
dc.identifier.volume68en_US
dc.identifier.wosWOS:000559192800004
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducational Technology Research and Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectOnline Discussion
dc.subjectOnline Instructional Discussion
dc.subjectParticipation Style
dc.subjectParticipation Style Scale
dc.subjectScale Development
dc.titleDevelopment of a participation style scale for online instructional discussions
dc.typeArticle

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