Development of a Scale to Evaluate Virtual Learning Environment Satisfaction

Nazire Burcin Hamutoglu, Orhan Gemikonakli, Merve Savasci, Gozde Sezen Gultekin


Learning technologies have a pivotal role in education. Amongst web-based learning platforms, Virtual Learning Environments (VLEs) play a primary role. The role of VLEs in improving quality and interaction in education as well as enabling better achievement through the use of a wealth of activities in teaching and learning is widely reported in published work. However, there is a gap in the literature regarding the development of measurement tools, especially in the Turkish context. This study reports the development of a scale to evaluate students’ satisfaction with respect to the use of VLEs in educational settings to address this. The dimensions of the scale are content (CONT), satisfaction (SAT), and communication (COM), the scale has 13 items. To evaluate the scale, data were collected in 2013-2014 Fall and Spring semesters from students enrolled in the Department of Computer Education and Instructional Technologies, studying on blended and face-to-face learning programs. First, the reliability of the instrument was computed by Cronbach Alpha coefficient and test-retest reliability correlation coefficient. The Cronbach Alpha coefficients were found as .87, .83, and .81 for CONT, SAT, and COM sub-dimensions respectively. The overall reliability of the scale was found to be .92. EFA and CFA were used on data collected from two different sample groups (206 and 186 students for EFA and CFA respectively) for the validity analyses of the scale. Results confirm that the scale is valid and reliable. While the t-test analysis show no significant difference between gender groups, ANOVA revealed significant differences in grade-level.


Virtual learning environment, Scale, Reliability, Validity

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