Search results

The purpose of this paper is to investigate the components of college students' readiness for connectivist learning in technology-enhanced learning environments through the development of the readiness for connectivist learning scale (RCLS).

After the constructs of the scale had been identified, their items were created based on the relevant literature. In order to ensure the content validity of the items, a sorting procedure was implemented and they were reviewed by experts in the field. The construct validity of the scale was tested using exploratory factor analysis (EFA) with data from 718 students from a university in Turkey.

The findings of the current study indicated a four-factor solution, which includes information and communication technology (ICT) self-efficacy (seven items), autonomous learning (seven items), information literacy (eight items) and learning networks (five items). A significant, strong and positive correlation of students' scores on the RCLS with those of the online learning readiness scale (Hung et al., 2010) supported the criterion-related validity of the scale. The value of Cronbach's alpha coefficients for the RCLS showed good reliability for the scale.

With the assessment of college students' readiness level for connectivist learning, it is possible for them to anticipate their success in connectivist learning environments themselves and thereby to improve the knowledge, skills and attitudes necessary for their success in these environments.

This study aimed to investigate the relationship between teachers' perceptions on diversity perspectives in schools and their happiness at work (HAW) levels.

A correlational survey model was used in the study, and the stratified sample consisted of 768 teachers in public high schools in a province in the west of Turkey.

The result of hierarchical regression analysis showed that integration-and-learning, colour blindness and fairness diversity perspectives significantly predicted HAW. However, reinforcing homogeneity and access perspectives did not predict HAW. While positive affect, one of the dimensions of HAW, was predicted by integration-and-learning, colour blindness and fairness perspectives, negative affect was predicted by integration-and-learning and colour blindness perspectives. Moreover, fulfilment, the other dimension of HAW, was predicted by integration-and-learning and fairness perspectives.

School administrators can use the findings to increase teacher happiness at schools, developing proactive diversity management perspectives.