scholarly journals The Validation and Further Development of the Multidimensional Cognitive Load Scale for Physical and Online Lectures (MCLS-POL)

2021 ◽  
Vol 12 ◽  
Author(s):  
Martin S. Andersen ◽  
Guido Makransky
Keyword(s):  
Higher Education ◽  
Cognitive Load ◽  
Online Teaching ◽  
Self Report ◽  
Future Research ◽  
Partial Credit Model ◽  
Validity And Reliability ◽  
Online Lectures ◽  
Extraneous Load ◽  
Education Psychology

Cognitive load theory (CLT) has been widely used to help understand the process of learning and to design teaching interventions. The Cognitive Load Scale (CLS) developed by Leppink and colleagues has emerged as one of the most validated and widely used self-report measures of intrinsic load (IL), extraneous load (EL), and germane load (GL). In this paper we investigated an expansion of the CLS by using a multidimensional conceptualization of the EL construct that is relevant for physical and online teaching environments. The Multidimensional Cognitive Load Scale for Physical and Online Lectures (MCLS-POL) goes beyond the CLS's operationalization of EL by expanding the EL component which originally included factors related to instructions/explanations with sub-dimensions including EL stemming from noises, and EL stemming from both media and devices within the environment. Through three studies, we investigated the reliability, and internal and external validity of the MCLS-POL using the Partial Credit Model, Confirmatory Factor Analysis, and differences between students either attending a lecture physically or online (Study 2 and 3). The results of Study 1 (N = 250) provide initial evidence for the validity and reliability of the MCLS-POL within a higher education sample, but also highlighted several potential improvements which could be made to the measure. These changes were made before re-evaluating the validity and reliability of the measure in a new sample of higher education psychology students (N = 140, Study 2), and psychological testing students (N = 119, Study 3). Together the studies provide evidence for a multidimensional conceptualization cognitive load and provide evidence of the validity, reliability, and sensitivity of the MCLS-POL and provide suggestions for future research directions.

scholarly journals Psychometric properties of the EQ-5D-5L for aboriginal Australians: a multi-method study

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Pedro Henrique Ribeiro Santiago ◽  
Dandara Haag ◽  
Davi Manzini Macedo ◽  
Gail Garvey ◽  
Megan Smith ◽  
...  
Keyword(s):  
Torres Strait Islander ◽  
Discriminant Validity ◽  
Reference Group ◽  
Characteristic Curve ◽  
Well Being ◽  
Two Dimensions ◽  
Future Research ◽  
Partial Credit Model ◽  
Validity And Reliability ◽  
Torres Strait

Abstract Introduction In Australia, health-related quality of life (HRQoL) instruments have been adopted in national population surveys to inform policy decisions that affect the health of Aboriginal and Torres Strait Islanders. However, Western-developed HRQoL instruments should not be assumed to capture Indigenous conceptualization of health and well-being. In our study, following recommendations for cultural adaptation, an Indigenous Reference Group indicated the EQ-5D-5L as a potentially valid instrument to measure aspects of HRQoL and endorsed further psychometric evaluation. Thus, this study aimed to investigate the construct validity and reliability of the EQ-5D-5L in an Aboriginal Australian population. Methods The EQ-5D-5L was applied in a sample of 1012 Aboriginal adults. Dimensionality was evaluated using Exploratory Graph Analysis. The Partial Credit Model was employed to evaluate item performance and adequacy of response categories. Area under the receiver operating characteristic curve (AUROC) was used to investigate discriminant validity regarding chronic pain, general health and experiences of discrimination. Results The EQ-5D-5L comprised two dimensions, Physiological and Psychological, and reliability was adequate. Performance at an item level was excellent and the EQ-5D-5L individual items displayed good discriminant validity. Conclusions The EQ-5D-5L is a suitable instrument to measure five specific aspects (Mobility, Self-Care, Usual activities, Pain/Discomfort, Anxiety/Depression) of Aboriginal and Torres Strait Islander HRQoL. A future research agenda comprises the investigation of other domains of Aboriginal and Torres Strait Islander HRQoL and potential expansions to the instrument.

scholarly journals Adoption of Brain-Based Instruction by Higher Education Science and Engineering Departments in Ethiopia: A Quantitative and Qualitative Survey

2021 ◽  
Vol 17 (5) ◽  
Author(s):  
Ataklti Abraha ◽  
Luo Siming
Keyword(s):  
Higher Education ◽  
Quantitative Data ◽  
Qualitative Methodology ◽  
Qualitative Data ◽  
Teaching Experience ◽  
Future Research ◽  
Semistructured Interview ◽  
Validity And Reliability ◽  
Computational Sciences ◽  
Based Instruction

Brain-Based Instruction methods have become influential at almost all educational levels. This paper examined the extent to which Natural and Computational Sciences and Engineering instructors in Ethiopian Higher Education Institutions apply Brain-Based Instruction principles (i.e., relaxed alertness, orchestrated immersion, and active processing) in their learningteaching process. This paper used a descriptive survey research design with a concurrent mixed (quantitative and qualitative) methodology. A questionnaire was used to gather quantitative data from a random sample of 512 instructors (292 from Natural and Computational Sciences and 220 from Engineering). Qualitative data were gathered from six selected instructors (three from Natural and Computational Sciences and three from Engineering) via a semistructured interview. A pilot study was used to confirm the validity and reliability of the research instruments. Quantitative data were analyzed by standard univariate methods. Qualitative data were analyzed by thematic analysis. The findings depicted that limited implementation of Brain-Based Instruction principles. Furthermore, the study showed that Higher Diploma Program training and length of teaching experience positively influenced the use of Brain-Based Instruction principles. The paper discusses implications for Brain-Based Instruction in Ethiopia and suggests areas for future research.

scholarly journals Exploring the Necessity for Students to Exercise Digital Minimalism While Studying Online: Case of 35 Master Students at the Department of English of Abdelhamid Ibn Badis University, Algeria

2021 ◽  
Vol 12 (3) ◽  
pp. 370-376
Author(s):  
Dallel Sarnou
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Online Learning ◽  
Critical Period ◽  
Online Teaching ◽  
English Department ◽  
Online Platforms ◽  
Online Lectures ◽  
The World ◽  
E Learning

This study aimed at exploring the philosophy of digital minimalism, and put forward its importance for an effective online learning in higher education during the lockdown. The long quarantine that the COVID 19 pandemic imposed on most countries of the world has brought radical changes in the way schools, colleges and universities operate. In Algerian higher education, creating online platforms for students was the only solution to move on. However, ignoring that most Algerian students often go online for self-entertainment may lead to a failure or an incomplete success of online teaching during this critical period. To investigate this issue, a questionnaire with only open-ended questions was designed and distributed to 35 students of Language and Communication master, at the English department of Abdelhamid Ibn Badis University. The 35 participants were the researcher’s students in the classes of e-learning. Results showed that most participants were distracted by social media notifications. Also, it turned out that the 35 students had no idea of what digital minimalism or digital maximalism is. As a matter of fact, it is suggested that before launching online lectures and webinars for our students, it is of paramount importance to guide them during their online existence and to show them how to be digital minimalists.

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

Students’ readiness for blended learning in a leading Malaysian private higher education institution

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Donnie Adams ◽  
Mabel Hwee Joo Tan ◽  
Bambang Sumintono
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Education Institution ◽  
Learning Model ◽  
Private Higher Education ◽  
Future Research ◽  
Validity And Reliability ◽  
Field Of Study ◽  
Higher Education Institution ◽  
Content Type

Purpose Teaching and learning are being transformed by digital technology, where the present generation of students, termed millennials, are more adept with the increasingly digitalised world we live in. Following this, lecturers and institutions are adapting and adopting a blended learning model across disciplines, which now commands an entire domain of research and application. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of this study is to investigate students’ readiness for blended learning in a leading Malaysian private higher education institution. Design/methodology/approach This study used a non-experimental quantitative research design. Data were gathered from a sample of 274 pre-university and undergraduate students using the blended learning readiness engagement questionnaire. Data was analysed using WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Descriptive statistics (mean and standard deviation) scores, (logit) value of the item and (logit) value of a person was used to examine students’ readiness for a blended learning model of instruction and specifically assess their readiness based on gender, age, ethnicity and field of study. Findings Findings indicate that students were ready for blended learning. Further analysis indicated there were differences in students’ readiness for blended learning based on gender, age, ethnicity and field of study. Originality/value This study provides insight into students’ readiness towards blended learning in a leading Malaysian private higher education institution, discusses implications for blended learning practices and offers recommendations for future research.

scholarly journals Performance of a cognitive load inventory during simulated handoffs: Evidence for validity

2016 ◽  
Vol 4 ◽  
pp. 205031211668225 ◽  
Author(s):  
John Q Young ◽  
Christy K Boscardin ◽  
Savannah M van Dijk ◽  
Ruqayyah Abdullah ◽  
David M Irby ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Cognitive Load Theory ◽  
Self Report ◽  
Global Rating ◽  
Load Theory ◽  
Work Input ◽  
Extraneous Load ◽  
Load Types ◽  
Level Of Experience ◽  
Study Participants

Background: Advancing patient safety during handoffs remains a public health priority. The application of cognitive load theory offers promise, but is currently limited by the inability to measure cognitive load types. Objective: To develop and collect validity evidence for a revised self-report inventory that measures cognitive load types during a handoff. Methods: Based on prior published work, input from experts in cognitive load theory and handoffs, and a think-aloud exercise with residents, a revised Cognitive Load Inventory for Handoffs was developed. The Cognitive Load Inventory for Handoffs has items for intrinsic, extraneous, and germane load. Students who were second- and sixth-year students recruited from a Dutch medical school participated in four simulated handoffs (two simple and two complex cases). At the end of each handoff, study participants completed the Cognitive Load Inventory for Handoffs, Paas’ Cognitive Load Scale, and one global rating item for intrinsic load, extraneous load, and germane load, respectively. Factor and correlational analyses were performed to collect evidence for validity. Results: Confirmatory factor analysis yielded a single factor that combined intrinsic and germane loads. The extraneous load items performed poorly and were removed from the model. The score from the combined intrinsic and germane load items associated, as predicted by cognitive load theory, with a commonly used measure of overall cognitive load (Pearson’s r = 0.83, p < 0.001), case complexity (beta = 0.74, p < 0.001), level of experience (beta = −0.96, p < 0.001), and handoff accuracy (r = −0.34, p < 0.001). Conclusion: These results offer encouragement that intrinsic load during handoffs may be measured via a self-report measure. Additional work is required to develop an adequate measure of extraneous load.

scholarly journals Literature Review on Benefits, Opportunities, Challenges, Prospects of Online Teaching in Higher Education

2021 ◽  
pp. 232-245
Author(s):  
Hegde Lata Narayan ◽  
Shailashri V. T.
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Detailed Analysis ◽  
Online Teaching ◽  
Secondary Data ◽  
Education Institution ◽  
Research Proposal ◽  
Future Research ◽  
Research Gap ◽  
Teaching In Higher Education

Purpose: An analysis of literature review on benefits, opportunities, challenges, prospects of online teaching in higher education gives an insight into various factors leading to the effective implementation of online teaching in higher education institution. An honest attempt is made for enabling the teachers to understand these factors for adopting online teaching in higher education institutions. Design/Methodology/Approach: This study is a qualitative literature review, which is based on secondary data. This data is collected from various websites, journals, research papers, articles, several surveys, and reports. Findings/Results: Based on detailed analysis of literature review, assisted in finding out research gap and prospective research proposal which will help in the formulation of the future research study in the area of online teaching in higher education. Originality/Value: This paper analyses and identifies the research gap after a detailed analysis of the literature review. Based on the research gap, specifies the research proposal for further study. Paper Type: A literature review on benefits, opportunities, challenges, prospects of online teaching in Higher Education.

scholarly journals Competitive Strategies in Higher Education: Scale Development

2019 ◽  
Vol 12 (1) ◽  
pp. 79-93
Author(s):  
Jane A. Ekeagbara ◽  
Olaleke Oluseye Ogunnaike ◽  
Ayodotun Stephen Ibidunni ◽  
Busola Elizabeth Kehinde
Keyword(s):  
Higher Education ◽  
Scale Development ◽  
Service Differentiation ◽  
Future Research ◽  
Validity And Reliability ◽  
Competitive Strategies ◽  
Managerial Implication ◽  
Five Dimensions ◽  
Differentiation Strategy ◽  
Leadership Strategy

AbstractLeveraging on resource based-view theory, this paper shows strategies adopted in higher education to remain competitive. Using scale development method, 60 questionnaires as survey instrument was distributed and 58 respondents completed and returned. The result of socio-economic demographic variables, factor analysis and validity using the statistical packages for social science. Five dimensions were adopted: cost leadership strategy, service differentiation strategy, cost focus strategy, integration strategy and diversification strategy. The validity and reliability result as well as managerial implication, limitation and future research were discussed.

scholarly journals Validation of the patient activation measure in patients at discharge from hospitals and at distance from hospital care in Sweden

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Amanda Hellström ◽  
Mesfin Kassaye Tessma ◽  
Maria Flink ◽  
Anna Dahlgren ◽  
Kristina Schildmeijer ◽  
...  
Keyword(s):  
Clinical Care ◽  
Patient Activation ◽  
Self Care ◽  
Self Report ◽  
Partial Credit Model ◽  
Person Separation Index ◽  
Validity And Reliability ◽  
Separation Index ◽  
Substantive Content ◽  
Patient Activation Measure

Abstract Background The Patient Activation Measure (PAM) is a recognized measure of how active patients are in their care, and has been translated into several languages and cultural contexts. Patient activity, self-care, and health literacy have become increasingly important aspects of health care, and thus reliable measures of these are needed. However, a Swedish translation of PAM is currently lacking. The aim of the study was to translate and assess the validity and reliability of the Swedish PAM-13. Methods A self-report questionnaire was handed out to 521 patients at ten medical, geriatric, and surgical wards, and one Virtual Health Room. The Rasch model was employed, using the partial credit model, to assess the functioning of the PAM scale, item fit, targeting, unidimensionality, local independence, differential item functioning (DIF), and person-separation index. Evidence of substantive, content, structural, and external validity was examined. Results Of the 521 patients who were consecutively handed a questionnaire, 248 consented to participate, yielding a response rate of 47.6%. The average measure for each category advanced monotonically. The difficulty of the PAM items ranged from − 1.55 to 1.26. The infit and outfit values for the individual items were acceptable. Items 1, 2, and 4 showed disordered thresholds. The mean person location was 1.48 (SD = 1.66). The person-item map revealed that there were no item representations at the top of the scale. The evidence for unidimensionality was ambiguous and response dependency was seen in some items. DIF was found for age. The person separation index was 0.85. Conclusion The Swedish PAM-13 was reliable, but was not conclusively found to represent one underlying construct. It seems that the Swedish PAM-13 lacks strong evidence for substantive, content, and structural validity. Although valid and reliable measures of ability for activation in self-care among patients are highly warranted, we recommend further development of PAM-13 before application in everyday clinical care.

scholarly journals E-Learning Readiness among Students of Diverse Backgrounds in a Leading Malaysian Higher Education Institution

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 227-256 ◽  
Author(s):  
Donnie Adams ◽  
Bambang Sumintono ◽  
Ahmed Mohamed ◽  
Nur Syafika Mohamad Noor
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Quantitative Research ◽  
Education Institution ◽  
Learning Model ◽  
Future Research ◽  
Validity And Reliability ◽  
Higher Education Institution ◽  
Design Data ◽  
Learning Readiness

Purpose - Blended learning is rapidly emerging as a domain for practice and research. Across disciplines and contexts, at individual instructor and institution levels, educators are experimenting with the blended learning model of instruction. The current generation of learners have been referred to as ‘digital natives’ in reflection of their apparent ease and familiarity with digital technology. However, questions remain about how ready students are for a blended learning model of instruction. The purpose of the study was to investigate students’ readiness for a blended learning model of instruction in a leading Malaysian higher education institution. Methodology - The study employed a non-experimental quantitative research design. Data were gathered from a sample of 235 undergraduate and 131 postgraduate students using the Blended Learning Readiness Engagement Questionnaire (BLREQ). The data was analysed using the WINSTEPS Rasch model measurement software to determine the validity and reliability of the instrument. Differential Item Functioning (DIF) analysis was also used to identify responses based on students’ demographic profiles. Findings - Findings identified that students were ready for blended learning. Further analysis indicated that there were differences in students’ readiness for blended learning based on gender, age, ethnicity, field of study, and level of education. Significance - This study provides insights on students’ readiness towards blended learning, particularly in the Malaysian context, discusses implications for blended learning practices in higher education institutions, and offers recommendations for future research.

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