email@example.com, Sakarya University
firstname.lastname@example.org, Sakarya University
email@example.com, Sakarya University
firstname.lastname@example.org, Middlesex University
In the past decade, technology has made an overwhelming progress and this progress has had considerable effects on educational settings. It now has a pivotal role in the field of education and educational practices are largely shaped by learning technologies. Among those learning technologies, web-based learning platforms such as Virtual Learning Environments (VLEs) play an active role. Although there is abundant research reporting the role of VLEs in improving quality and interaction in education as well as enabling the achievements targeted through the use of a welt of activities in teaching and learning, there is a gap in the literature regarding the development of measurement tools, especially in the Turkish context. Bearing the prevalence of VLEs and this gap in mind, the aim of the current study is to develop a scale to evaluate students’ satisfaction with respect to the use of VLEs in educational settings. The scale comprises three dimensions as content (CONT), satisfaction (SAT), and communication (COM), and include 13 items. The data were collected in 2013-2014 Fall and Spring semesters and the students were enrolled in the Department of Computer Education and Instructional Technologies, studying in blended and face-to-face learning programs. The reliability of the instrument was computed by Cronbach Alpha coefficiency and test-retest reliability correlation coefficiency, and the results demonstrate that the Cronbach Alpha coefficiency for CONT, SAT, and COM sub-dimensions are .87, .83, and .81 respectively whereas the overall reliability of the scale is .92. The validity analyses of the scale were performed by EFA and CFA by using two different sample groups (206 and 186 students for EFA and CFA respectively). These results show that the scale is valid and reliable.
VLES, scale, reliability, validity.