scholarly journals Assessing the Psychometric Properties of Students’ MOOC-Efficacy Measurement Model

2021 ◽  
Vol 29 (S1) ◽  
Author(s):  
Norliza Ghazali ◽  
Siti Salina Mustakim ◽  
Mohamad Sahari Nordin ◽  
Sulaiman Hashim
Keyword(s):  
Teaching And Learning ◽  
Online Courses ◽  
Simple Random Sampling ◽  
Measurement Model ◽  
Massive Open Online Courses ◽  
Validity And Reliability ◽  
Chi Square ◽  
Four Dimensions ◽  
Confirmatory Factor ◽  
Usability Data

Massive Open Online Courses (MOOCs) have been identified as a potential innovation for improving teaching and learning. This research aims to develop and evaluate a measurement model of students’ MOOC-efficacy. The study conceptualized students’ MOOC-efficacy in four dimensions of information searching, making queries, MOOC learning, and MOOC usability. Data were collected with a 23 items questionnaire whose reliability indexes ranged from 0.822 to 0.890, identified from university students who have had some experience with MOOCs and who willingly volunteered to participate in the research (N=1,524). A sample of 623 respondents was drawn through simple random sampling. The Confirmatory Factor Analysis (CFA) was adopted for data analysis. The findings designate that four-dimensional students’ MOOC-efficacy measurement model achieved an acceptable level of fit (RMSEA = 0.061, CFI = 0.935 and a normed chi-square, χ2/df = 3.322). All statistics provide empirical evidence that the students’ MOOC-efficacy measurement model is psychometrically sound in terms of validity and reliability. The measurement model of students’ MOOC-efficacy provides further insights into what works in an open online environment which may be used to fulfill learners’ needs and preferences.

Measuring Exercise Induced Affect in Adults with Brain Injuries

2006 ◽  
Vol 23 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Simon Driver
Keyword(s):  
Physical Activity ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Brain Injuries ◽  
Validity And Reliability ◽  
Four Dimensions ◽  
Feeling States ◽  
Confirmatory Factor ◽  
Single Bout ◽  
Exercise Induced

The aim of the study was to provide evidence for the validity and reliability of the Physical Activity Affect Scale (PAAS; Lox, Jackson, Tuholski, Wasley, & Treasure, 2000) as a measure of exercise induced affect for adults with brain injuries. The PAAS is a 12-item measure of feeling states based on Russell’s (1980) conceptualization of affect. A confirmatory factor analysis was conducted on data from 193 participants with brain injuries who completed the PAAS following a single bout of exercise. Results identified four dimensions of affect (positive affect, negative affect, tranquility, and fatigue). Findings provide evidence for the validity and reliability of the PAAS as a measure of exercise induced affect for adults with brain injuries.

scholarly journals Developing an instrument for measuring the faith of the students of Islamic senior high school

2016 ◽  
Vol 2 (2) ◽  
pp. 181
Author(s):  
Shodiq Shodiq ◽  
Zamroni Zamroni ◽  
Kumaidi Kumaidi
Keyword(s):  
Rating Scale ◽  
Model Fit ◽  
P Value ◽  
Validity And Reliability ◽  
Chi Square ◽  
Instrument Validity ◽  
Confirmatory Factor ◽  
Summated Rating Scale ◽  
Islamic Faith ◽  
Instrument Reliability

The study aims to develop an instrument used to measure  faith of the students of Islamic senior high schools. The study was a research and development study consisting of three steps: pre development, development process, and presentation. The quantitative data analysis was to test the validity and reliability of the instrument and to test the model fit through the Confirmatory Factor Analysis (CFA) using LISREL 8.80 Program. The results of the study show that: (1) the faith instrument of the study is an inventory model of summated rating scale containing 113 items named as Islamic Faith Scale; (2) the instrument validity is considered as the loading factor value (the lowest loading factor value is 0.47 and the highest is 0.89). The instrument reliability regarded as the coefficient of the construct reliability is > 0.7, (the coefficient of reliability construct of tashdiq al-qalb is 0.847, and the coefficient of the construct reliability of amal al-qalb is 0.999); (3) the overall model fit produces a fit model indicated by Chi Square (χ2) = 48.23, df = 64, p-value = 0.929 (p > 0.05), and Root Mean Square Error of Approximation = 0.000 (< 0.08).

scholarly journals Sikap Ibu Hamil terhadap Inisiasi Menyusu Dini

2021 ◽  
Vol 6 (1) ◽  
pp. 27
Author(s):  
Siti Choirul Dwi Astuti
Keyword(s):  
Simple Random Sampling ◽  
Early Initiation ◽  
Reproductive Age ◽  
Validity And Reliability ◽  
Third Trimester ◽  
Chi Square ◽  
Cross Sectional ◽  
Early Initiation Of Breastfeeding ◽  
Analytical Research ◽  
Initiation Of Breastfeeding

Early initiation of breastfeeding is still difficult to implement because the mother's knowledge about early initiation of breastfeeding is still lacking. Whereas one of the factors that determine the mother's attitude towards early initiation of breastfeeding is because the mother has information about early initiation of breastfeeding. For this reason, the purpose of this study is the influence of knowledge on the mother's attitude to initiate early breastfeeding. The population in this study were all third-trimester pregnant women who visited the RB where the study was conducted and the sample was determined using simple random sampling. This research includes analytical research with a cross-sectional approach. The method used for data analysis using Chi-Square. The questionnaire is used as a tool that has been tested for validity and reliability. The results of this study, the majority of respondents have the characteristics of healthy reproductive age, secondary education and good knowledge have a positive attitude towards early initiation of breastfeeding. This study concludes that there is a relationship between age, education, and knowledge of mothers' attitudes in the early initiation of breastfeeding.

An Analysis of the Possibilities of the Use of Technology for the Learning of Languages

2018 ◽  
pp. 180-212
Author(s):  
María A. Pérez-Juárez ◽  
Míriam Antón-Rodríguez ◽  
Francisco J. Díaz-Pernas ◽  
Mario Martínez-Zarzuela ◽  
David González-Ortega
Keyword(s):  
Cloud Computing ◽  
Research And Development ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Management Systems ◽  
Massive Open Online Courses ◽  
Working Environments ◽  
Use Of Technology ◽  
Pleasant Experience

Being able to communicate in a foreign language is a very pleasant experience. Moreover, in different working environments and scenarios, it is necessary. For this reason, there is a tremendous need to continue the research and development of techniques, tools, applications, strategies, and experiences related to the teaching and learning of foreign languages, adapted to the different needs, abilities, and interests of the learners. This chapter explores the important role that technology is playing in supporting the learning of languages through the facilitation of ubiquitous learning, where techniques such as informatics technology, mobile technology, or cloud computing, and tools such as learning management systems (LMSs) and massive open online courses (MOOCs) can be of great help.

The Future of Tourism, Hospitality and Events Teaching and Training

2020 ◽  
Author(s):  
Clare Lade ◽  
Paul Strickland ◽  
Elspeth Frew ◽  
Paul Willard ◽  
Sandra Cherro Osorio ◽  
...  
Keyword(s):  
Online Education ◽  
Potential Application ◽  
Teaching And Learning ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Global Pandemic ◽  
The World ◽  
The Impact ◽  
And Training

This chapter examines the ways in which teaching and training in tourism, hospitality and events have evolved and adapted to the contemporary demands of academia and industry. It explores the development of education in tourism, hospitality and events, the contemporary factors which influence teaching and learning, and discusses the rise of Massive Open Online Courses with a particular focus on their potential application within tourism, hospitality and events curriculum. The chapter concludes by providing an overview of Open Badges and their importance in education. At the time of writing, the world has been confronted by the Covid-19 global pandemic which has caused great disruption at all levels. The impact of Covid-19 is briefly addressed in this chapter as the enforcement of social distancing measures has led to a significant increase globally in online education.

scholarly journals The holistic work engagement: A study In indonesia oil palm industry

2018 ◽  
Vol 7 (4.9) ◽  
pp. 1
Author(s):  
Nopriadi Saputra ◽  
Sasmoko . ◽  
Sri Bramantoro Abdinagoro
Keyword(s):  
Human Resource Development ◽  
Work Engagement ◽  
Oil Palm ◽  
Goodness Of Fit ◽  
Measurement Model ◽  
Validity And Reliability ◽  
First Order ◽  
Confirmatory Factor ◽  
Order Construct ◽  
Oil Palm Industry

Industry 4.0 encourages organizations to implement holistic framework in human resource development. It is imperative to align concept of work engagement into holistic framework. This study aims to conduct confirmatory factor analysis on holistic work engagement concept and was conducted on 477 supervisors and managers from Indonesia oil palm industry. The data was analyzed by using Lisrel 9.30 and the result explains that the measurement model of holistic work engagement has adequate validity and reliability. The measurement model of the higher order construct has better goodness of fit than first order one. 

scholarly journals Attitude and Behavioral Intention to Develop and Use MOOCs among Academics

2019 ◽  
Vol 14 (24) ◽  
pp. 31
Author(s):  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Rosmaria Omar
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Online Courses ◽  
Pearson Correlation ◽  
Public University ◽  
Behavioural Intention ◽  
Massive Open Online Courses ◽  
New Wave ◽  
Significant Relationships ◽  
Teaching Content

Several practice-oriented courses are currently integrated into online learning plat-forms, providing a new wave of instructional approaches among academics. These include the use of Open CourseWare and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to new teaching methods when practice-oriented courses are placed online. The primary purpose of this study is to determine levels of attitude and behavioural intention to develop and use MOOCs and the possible relationships between those variables. Partici-pants consisted of 238 academics in a Malaysian public university. Descriptive and Pearson Correlation analyses were employed to determine relationships. Re-sults show that: (a) respondents are receptive towards MOOCs as an alternative platform to deliver teaching content; (b) they are mostly ready to develop MOOCs; (c) they are generally prepared to use MOOCs in teaching and learning and (d) there are significant relationships between academic staffs’ attitude and behavioural intention to develop and use MOOCs. The findings of this study are pertinent in understanding MOOCs from the perspective of academics so that proper support can be provided accordingly.

Understanding learner participation at scale: How and why

2020 ◽  
Vol 17 (3) ◽  
pp. 236-252
Author(s):  
Samaa Haniya ◽  
Luc Paquette
Keyword(s):  
Teaching And Learning ◽  
Large Scale ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Course ◽  
Massive Open Online ◽  
Learner Participation ◽  
Massive Open Online Course ◽  
Motivation For Learning ◽  
E Learning

Understanding learner participation is essential to any learning environment to enhance teaching and learning, especially in large scale digital spaces, such as massive open online courses. However, there is a lack of research to fully capture the dynamic nature of massive open online courses and the different ways learners participate in these emerging massive e-learning ecologies. To fill in the research gap, this paper attempted to investigate the relationship between how learners choose to participate in a massive open online course, their initial motivation for learning, and the barriers they faced throughout the course. This was achieved through a combination of data-driven clustering approaches—to identify patterns of learner participation—and qualitative analysis of survey data—to better understand the learners’ motivation and the barriers they faced during the course. Through this study we show how, within the context of a Coursera massive open online course offered by the University of Illinois, learners with varied patterns of participation (Advanced, Balanced, Early, Limited, and Delayed Participation) reported similar motivations and barriers, but described differences in how their participation was impacted by those factors. These findings are significant to gain insights about learners’ needs which in turn serve as the basis to innovate more adaptive and personalized learning experiences and thus advance learning in these large scale environments.

scholarly journals Explicating the South African Psychological Ownership Questionnaire’s confirmatory factor analysis model fit: A Bayesian structural equation modelling approach

2019 ◽  
Vol 45 ◽  
Author(s):  
Pieter Schaap
Keyword(s):  
South African ◽  
Structural Equation ◽  
Measurement Model ◽  
Model Fit ◽  
Psychological Ownership ◽  
Fit Indices ◽  
Chi Square ◽  
Equation Modelling ◽  
Confirmatory Factor ◽  
Global Fit

Orientation: The rigid application of conventional confirmatory factor analysis (CFA) techniques, the overreliance on global model fit indices and the dismissal of the chi-square statistic appear to have an adverse impact on the research of psychological ownership measures.Research purpose: The purpose of this study was to explicate the South African Psychological Ownership Questionnaire’s (SAPOS’s) CFA model fit using the Bayesian structural equation modelling (BSEM) technique.Motivation for the study: The need to conduct this study derived from a renewed awareness of the incorrect use of the chi-square statistic and global fit indices of CFA in social sciences research.Research approach/design and method: The SAPOS measurement model fit was explicated on two study samples consisting, respectively, of 712 and 254 respondents who worked in various organisations in South Africa. A Bayesian approach to CFA was used to evaluate if local model misspecifications were substantive and justified the rejection of the SAPOS model.Main findings: The findings suggested that a rejection of the SAPOS measurement model based on the results of the chi-square statistic and global fit indices would be unrealistic and unfounded in terms of substantive test theory.Practical/managerial implications: BSEM appeared to be a valuable diagnostic tool to pinpoint and evaluate local CFA model misspecifications and their effect on a measurement model.Contribution/value-add: This study showed the importance of considering local misspecifications rather than only relying the chi-square statistic and global fit indices when evaluating model fit.

Learning for sustainability in the digital world

2017 ◽  
Vol 25 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Sarah Speight
Keyword(s):  
Digital Literacy ◽  
Teaching And Learning ◽  
Online Courses ◽  
Relevant Literature ◽  
Approaches To Learning ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Effective Learning ◽  
Digital World ◽  
Sustainability Literacy

Purpose The purpose of this editorial is to provide some context to this special issue and explain how the authors are linking sustainability and digital literacy. Design/methodology/approach Making reference to relevant literature, the paper explores how the four case studies, all written by practitioners, adopt particular approaches to learning for sustainability. Findings Driven by personal commitment to the sustainability agenda, the authors have found their own routes to developing effective learning for their own students or for general audiences via massive open online courses (MOOCs). Their initiatives have limited reach at present, but all signal the growing commitment within higher education to sustainability as a subject of study and pedagogic approach in teaching and learning, and to the development of digital literacy. Originality/value Digital pedagogies can support sustainability literacy by facilitating the convenient delivery of content and also by facilitating networked and collaborative learning that can cross the boundaries of culture and context.

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