Development of the scale of Project Based Virtual Learning Qualifications (PBVLQ) and examination of its psychometric properties

In this research, the psychometric properties of the scale of project based virtual learning qualifications have been analysed by developing the scale. In the development of the scale of PBVLQ, exploratory and confirmatory factor analyses have been conducted. As a result of exploratory factor analysis it has been detected that five factor structure of the scale of PBVLQ consisting of 22 items is appropriate and this five factor structure explains 55,153% of total variance. Loads of items that form the scale have varied between ,614 and ,784.In order to test the status of structure of the scale which was created according to the results of exploratory factor analysis, confirmatory factor analysis have been used. According to the results of confirmatory factor analysis SRMR value of the scale of PBVLQ has been found as ,046, RMSEA value as ,048, GFI value as ,925 and AGFI value as ,904. According to these compliance index values scale development process is successful. In addition Cronbach's Alpha coefficient for the overall scale has been calculated as ,864. In the light of these findings it can be said that the scale is reliable and valid.Psychometric properties of the developed scale of PBVLQ have been analysed, and here are some of the findings obtained in terms of this dimension:?For the general of the scale of PBVLQ a significant difference has been found between students? opinions with regard to class variable, and this difference has been determined between 2nd and 4th grade students' opinions.?A significant difference has been found between students? opinions in the project execution dimension, with regard to department variable, and this deference has been seen between the students? opinions of the departments of Computer Education and Instructional Technology (CEIT) and Primary School Education.In the light of these findings, following suggestions can be made:?For being technology-based virtual learning may cause a misunderstanding as regarding this approach the best choice. Teachers should be purified such prejudices, and be encouraged for establishing the best instructional design in the classroom.?Virtual learning is quite functional in terms of majority and variability in information, being able to learn without limitation of time, the opportunity that everyone can learn at their own pace and revise at any rate. However it is seen that virtual learning applications are not planned and products of a team work. Such applications should be prepared by a group of educators, domain experts and software developers.Key Words: Project based learning, Virtual learning, Project based virtual learning, Scale development, Factor analysis