Objective: Because of the widespread use of e-learning education worldwide with the COVID-19 pandemic and advancements in internet technology, it has been observed that there is a need for a validated measurement tool to easily measure student satisfaction. The present research was performed to examine the validity and reliability of the Turkish version of the e-Learning Satisfaction Scale (e-LSS). Methods The present research is a cross-sectional, methodological study. A university in the Eastern Anatolia Region of Turkey. A total of 537 health science students participated in the study. The current study was performed with students studying in the fields of health sciences at Atatürk University between November 2022 and February 2023. To determine the scale’s content validity, the items were submitted to expert opinion. The construct validity of the scale was tested using exploratory factor analysis and confirmatory factor analysis. In the study, the equivalent (parallel) forms reliability method was employed to test the scale’s stability. Results In accordance with the results of exploratory factor analysis, the Kaiser-Meyer-Olkin value was 0.94, Bartlett’s test value was χ2 126.773, and the p-value was 0.001. Factor loading values were found to be in the range of .825-.354 for the “Content” subscale, between .859-.571 for the “Interface” subscale, and between .802-.654 for the “Communication” subscale. The fit indices of the scaled model tested in confirmatory factor analysis were identified as χ 2 /df = 4.332, TLI = .915, RMSEA = .079, SRMR = .0481, AGFI = .857, GFI = .896, IFI = .931, and CFI = .930. The structure of the draft scale was confirmed with 3 factors and 17 items. Cronbach's alpha values were 0.86-0.86-0.83 for the subscales and 0.93 for the overall scale. Conclusions It was revealed that this scale was a valid and reliable measurement tool in determining the e-learning satisfaction levels of health science students.
Özlü et al. (Mon,) studied this question.