scholarly journals Development and Validation of the Purdue Global Online Teaching Effectiveness Scale

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Elizabeth Reyes-Fournier ◽  
Edward J. Cumella ◽  
Michelle March ◽  
Jennifer Pedersen ◽  
Gabrielle Blackman
Keyword(s):  
Factor Analysis ◽  
Online Teaching ◽  
Teaching Effectiveness ◽  
Asynchronous Learning ◽  
Future Research ◽  
Good Test ◽  
Online Instructors ◽  
Good Internal Consistency ◽  
Instructor Effectiveness ◽  
Test Retest Reliability

The currently available measures of online teaching effectiveness (OTE) have several flaws, including a lack of psychometric rigor, high costs, and reliance on the construct of traditional on-the-ground teaching effectiveness as opposed to the unique features of OTE (Blackman, Pedersen, March, Reyes-Fournier, & Cumella, 2019). Therefore, the present research sought to establish a psychometrically sound framework for OTE and develop and validate a measure based on this clearly-defined construct. The authors developed pilot questions for the new measure based on a comprehensive review of the OTE literature and their many years of experience as online instructors. Students enrolled in exclusively online coursework and programs at Purdue University Global, N = 213, completed the survey, rating the effectiveness of their instructors. Exploratory Factor Analysis produced four clear OTE factors: Presence, Expertise, Engagement, and Facilitation. The resulting measure demonstrated good internal consistency and high correlations with an established OTE measure; good test-retest reliability; and predictive validity in relation to student achievement. Confirmatory Factor Analysis revealed a good fit of the data and yielded a final 12-item OTE measure. Further refinement and validation of the measure are recommended, particularly with students in other universities, and future research options are discussed.Keywords: online teaching effectiveness, instructor effectiveness, distance learning, student evaluations, asynchronous learning.

scholarly journals Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Pilar Gómez-Rey ◽  
Elena Barbera ◽  
Francisco Fernández-Navarro
Keyword(s):  
Social Life ◽  
Life Skills ◽  
Online Teaching ◽  
Teaching Effectiveness ◽  
Student Perspective ◽  
Asynchronous Learning ◽  
Extensive Literature ◽  
Bottom Up ◽  
Online Instructors ◽  
Asynchronous Learning Environments

The topic of online instructors’ roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors’ roles was done using a top-down (deductive) approach. This study applied a bottom-up (inductive) procedure to examine not only the roles of online instructors from a student perspective, but also how well these roles are implemented in practice. In the first stage, roles were defined using factor analysis on a sample of 925 students. A questionnaire was created after an extensive literature review and in-depth interviews with experts. The methodology detected six roles: pedagogical, course designer, social, life skills promoter, technical, and managerial. In the second stage, students’ scores were projected over those factors to obtain the instructors’ performance in each role (the significance of the results was assessed using non-parametric tests). Main findings included: (i) the emergence of a new role, the life skills promoter; (ii) online scenarios becoming more transparent and intuitive due to syllabus design; (iii) the consideration of more audio-visual resources by instructors in asynchronous learning environments; and (iv) the value of offering guidelines to students for collaborative activities to reduce the level of frustration with these activities.

scholarly journals Online Teaching With M-Learning Tools in the Midst of Covid-19: A Reflection Through Action Research

10.28945/4761 ◽  
2021 ◽  
Author(s):  
Minh Q. Huynh ◽  
Eraj Khatiwada
Keyword(s):  
Action Research ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Future Research ◽  
Learning Tools ◽  
Online Instructors ◽  
Quantitative Studies ◽  
Frame Work

Aim/Purpose: In the midst of COVID-19, classes are transitioned online. Instructors and students scramble for ways to adapt to this change. This paper shares an experience of one instructor in how he has gone through the adaptation. Background: This section provides a contextual background of online teaching. The instructor made use of M-learning to support his online teaching and adopted the UTAUT model to guide his interpretation of the phenomenon. Methodology: The methodology used in this study is action research through participant-observation. The instructor was able to look at his own practice in teaching and reflect on it through the lens of the UTAUT conceptual frame-work. Contribution: The results helped the instructor improve his practice and better under-stand his educational situations. From the narrative, others can adapt and use various apps and platforms as well as follow the processes to teach online. Findings: This study shares an experience of how one instructor had figured out ways to use M-learning tools to make the online teaching and learning more feasible and engaging. It points out ways that the instructor could connect meaningfully with his students through the various apps and plat-forms. Recommendations for Practitioners: The social aspects of learning are indispensable whether it takes place in person or online. Students need opportunities to connect socially; there-fore, instructors should try to optimize technology use to create such opportunities for conducive learning. Recommendations for Researchers: Quantitative studies using surveys or quasi-experiment methods should be the next step. Validated inventories with measures can be adopted and used in these studies. Statistical analysis can be applied to derive more objective findings. Impact on Society: Online teaching emerges as a solution for the delivery of education in the midst of COVID-19, but more studies are needed to overcome obstacles and barriers to both instructors and students. Future Research: Future studies should look at the obstacles that instructors encounter and the barriers with technology access and inequalities that students face in online classes. NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 173-193. Click DOWNLOAD PDF to download the published paper.

scholarly journals Validation and Factor Analysis of the Obsessive Compulsive Drinking Scale (OCDS) in the Chinese Population

2021 ◽  
Vol 12 ◽  
Author(s):  
Hongxuan Wang ◽  
Lihuan Lan ◽  
Xiaochang Lan ◽  
Peiyun Chen ◽  
Gaoxin Liu ◽  
...  
Keyword(s):  
Factor Analysis ◽  
Alcohol Dependence ◽  
Internal Structure ◽  
Clinical Studies ◽  
Chinese Population ◽  
Reliability And Validity ◽  
Obsessive Compulsive ◽  
Good Test ◽  
High Internal Consistency ◽  
Test Retest Reliability

Obsessive Compulsive Drinking Scale (OCDS) was established and introduced to measure the craving for alcohol and the severity of alcohol dependence. However, the Chinese version of OCDS is still unavailable and has not been validated in the Chinese population. We tended to translate and validate the OCDS in Chinese. We translated original OCDS into Chinese through bi-direction translations and tested the reliability and validity. We found that Chinese OCDS had high internal consistency and good test-retest reliability. The Chinese OCDS also presented good internal structure to reflect the severity of alcohol dependence. The Chinese OCDS could be used in clinical studies and research among the Chinese population.

Online Instructors as Distance Education Experts

2015 ◽  
pp. 167-189
Author(s):  
Libi Shen
Keyword(s):  
Distance Education ◽  
Educational Technology ◽  
Empirical Research ◽  
Online Teaching ◽  
National Standards ◽  
Future Research ◽  
Technology Standards ◽  
Online Instructors ◽  
Online Teachers ◽  
National Educational Technology Standards

An expert is a person with content knowledge and professional skills in a field. Are online teachers distance education experts? What are the main behavioral, cognitive, and emotional characteristics of distance education instructors? What competencies should online instructors possess in order to be distance education experts? In this chapter, the researcher examines National Educational Technology Standards for teachers, National Standards for Quality Online Teaching, and empirical research on teachers' roles and competencies to seek a definition for online instructors as distance education experts. Several issues related to online teachers' competencies and technology standards are discussed. Future research studies are recommended.

The American Meritocracy Myth Stress: Scale Development and Initial Validation

2020 ◽  
Vol 49 (1) ◽  
pp. 80-105
Author(s):  
Yunkyoung Loh Garrison ◽  
Alexander Rice ◽  
William Ming Liu
Keyword(s):  
Factor Analysis ◽  
Social Class ◽  
Psychological Stress ◽  
Empirical Support ◽  
Hard Work ◽  
Future Research ◽  
Stress Scale ◽  
Class Mobility ◽  
The Social ◽  
Test Retest Reliability

The purpose of this study is to develop the American Meritocracy Myth Stress Scale (AMMSS), capable of assessing college students’ psychological stress within the context of the pervasive myth of meritocracy. This psychological stress stems from the association between their perceptions of their own hard work and social class mobility. Underpinned by the social class worldview model-revised, American meritocracy myth stress is conceptualized as the psychological stress that individuals experience when disequilibrium exists between the dominant and pervasive meritocracy ideology and their efforts to climb the social ladder through hard work. Three substudies were conducted for exploratory factor analysis (Study 1: n = 887); confirmatory factor analysis, validity, and measurement invariance (Study 2: n = 903); and 2-week test–retest reliability (Study 3: n = 37). The results of these studies provide empirical support for the AMMSS. We discuss implications for practice, advocacy, training, and future research.

Validation of the Body Checking Questionnaire (BCQ) in an Eating Disorders Population

2006 ◽  
Vol 34 (2) ◽  
pp. 233-242 ◽  
Author(s):  
Simona Calugi ◽  
Riccardo Dalle Grave ◽  
Marta Ghisi ◽  
Ezio Sanavio
Keyword(s):  
Eating Disorders ◽  
Concurrent Validity ◽  
The Body ◽  
Validity And Reliability ◽  
Good Test ◽  
Body Checking ◽  
Confirmatory Factor ◽  
Good Internal Consistency ◽  
Test Retest Reliability ◽  
Cross National

The aim of this study was to validate the Body Checking Questionnaire (BCQ) in an eating disorder population, using students in psychology as control. Five hundred and seventy-three females (422 controls and 151 eating disorders patients, mean age 24.1 ± 5.9 years) completed the BCQ and measures of eating disorders psychopathology. Confirmatory factor analysis confirmed that the BCQ measures the global construct of body checking with three correlated subfactors. The BCQ has good test-retest reliability (0.90), and the subfactors had good internal consistency (0.90, 0.92, and 0.84). The BCQ correlates with other body image and eating disorders measures, indicating that the BCQ measure has good concurrent validity. Finally, the BCQ reliably distinguishes eating disorders patients from controls, as well as “dieters” from “non-dieters.” The study provides support for factor structure, validity and reliability of the BCQ on eating disorders population and supports the use of this questionnaire in cross-national studies.

Psychometric Properties of the Brief Persian Version of the Difficulties in Emotion Regulation Scale (The DERS-16)

2018 ◽  
Vol 45 (2) ◽  
pp. 135-143 ◽  
Author(s):  
Mehrnesa Shahabi ◽  
Jafar Hasani ◽  
Johan Bjureberg
Keyword(s):  
Factor Analysis ◽  
Emotion Regulation ◽  
Concurrent Validity ◽  
Reliability And Validity ◽  
Good Test ◽  
Persian Version ◽  
Difficulties In Emotion Regulation ◽  
Confirmatory Factor ◽  
Excellent Internal Consistency ◽  
Test Retest Reliability

The Difficulties in Emotion Regulation Scale (DERS) is an established self-reported measure of emotion regulation difficulties. Recently, a brief 16-item version of this scale—the DERS-16—was developed. The goal of the present study was to extend the research on the DERS-16 by evaluating the reliability and validity of the Persian version in a university sample ( N = 201). Results demonstrate that the Persian DERS-16 demonstrated excellent internal consistency, good test–retest reliability, and good concurrent validity. Furthermore, confirmatory factor analysis (CFA) supported the proposed factor structure. Thus, the Persian DERS-16 may offer a valid method for the assessment of overall emotion regulation difficulties as well as for the different facets of the construct.

scholarly journals Factor structure of the “Me as A Parent” scale in a community sample of portuguese mothers

Psicologia ◽  
2020 ◽  
Vol 34 (2) ◽  
pp. 205-214
Author(s):  
Teresa Marques ◽  
Ana Isabel Pereira ◽  
Luísa Barros ◽  
Magda S. Roberto
Keyword(s):  
Factor Structure ◽  
Discriminant Validity ◽  
Community Sample ◽  
Self Regulation ◽  
Original Structure ◽  
Fit Indices ◽  
Good Test ◽  
Convenience Sample ◽  
Good Internal Consistency ◽  
Test Retest Reliability

This study aimed to examine the factor structure of the Portuguese version of a parental self-regulation measure: "Me as a Parent" (MaaP). A confirmatory factor analysis was conducted with an online convenience sample of 370 mothers of children aged between 3 and 15 (M = 9, SD = 3.74). Results showed that in this sample, the original structure of the MaaP was not confirmed. The revised model with three first-order factors showed good fit indices, χ2 = 202.37, p < .001, χ2/df = 101, CFI = .92, TLI = .91; SRMR = .05, RMSEA = .05, 90% CI = [0.046, 0.063]. The factors of MaaP showed good internal consistency, except for Personal Agency. The instrument achieved discriminant validity and showed good test-retest reliability. Although the MaaP seems to be a promising measure, the present results show that more research is needed to validate this new scale.

scholarly journals The H.E.R.O.s of Online Education: What makes students succeed despite the odds?

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Charmaine Bissessar ◽  
Debra Black ◽  
Mehraz Boolaky
Keyword(s):  
Online Education ◽  
Organizational Behavior ◽  
Online Teaching ◽  
Qualitative Methodology ◽  
Psychological Capital ◽  
Critical Role ◽  
The United States ◽  
Future Research ◽  
Convenience Sample ◽  
Online Instructors

The study of psychological capital (PsyCap) is prevalent in organizations globally and is part of the movement towards attaining positive organizational behavior. This concept is slowly being transferred to the education realm with teachers becoming more mindful of students’ inner H. E. R. O. (Hope, Efficacy, Resilience, and Optimism). Little research, however, has been conducted upon the PsyCap of university students in fully online programs. The purpose of this study was to determine what aspects of students’ psychological capital lead to success despite adversity. An exploratory qualitative methodology was used to interview five participants from the United States, Canada, Africa, France, and Serbia in order to determine whether or not PsyCap influenced their drive to complete their online graduate programs of study at the University of Liverpool. This convenience sample yielded compelling results for future research and indicated similarities in hope and efficacy as well as differences in gender regarding participant resilience and approach to challenges. Further research is needed to determine whether gender does play a critical role in online students’ PsyCap, especially resilience. Another revealing result was that the participants credited their online instructors for motivating and discouraging them based on their feedback, grading, and overall communication. This points to a possible relationship between the students’ PsyCap and the three online teaching presences in communities of inquiry (cognitive, teaching, and social).

Commitment in Different Relationships Statuses: Validation Study of the Personal Commitment Scale

2015 ◽  
Vol 18 ◽  
Author(s):  
Ana Pego Monteiro ◽  
Susana Costa-Ramalho ◽  
Maria Teresa Ribeiro ◽  
Alexandra Marques Pinto
Keyword(s):  
Factor Analysis ◽  
Short Form ◽  
Demographic Variables ◽  
Dimensional Structure ◽  
Future Research ◽  
Short Version ◽  
Portuguese Version ◽  
Personal Commitment ◽  
Confirmatory Factor ◽  
Good Internal Consistency

AbstractThis study presents the validation process of the Portuguese version of the short-form Dedication Scale (Rhoades, Stanley, & Markman, 2006; Stanley, 1986), with a sample of 924 participants in different relationship statutes. With 14 items, this short version is recommended by the authors for its simple use, when wanting to measure commitment in romantic relationships. Confirmatory factor analysis showed that the instrument did not have a totally acceptable fit with the data so an exploratory factor analysis was conducted. This revealed a one-dimensional structure of the scale, and led to the exclusion of two items, which relate to a distinct meta-commitment dimension. In sum, the Portuguese version (ECP - Personal Commitment Scale) has 12 items, with good internal consistency (α = .82), correlations item-total between .36 and .60, and good criteria validity (p < .001). Its use for research is therefore appropriate. In a second study, significant differences were found between the participants' four relationship statuses (dating non-cohabiting and cohabiting relationships, formal unions and marriage) (p < .001; η2p = .03). Results showed that married participants were more committed than those in a formal union, even when controlling for several relational and socio-demographic variables. No differences were found between cohabiting and non-cohabiting dating participants. Men reported higher levels of commitment than women (p < .001; η2p = .02). Implications and suggestions for future research are discussed.

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