scholarly journals Validación de la versión en castellano del cuestionario 'Community of Inquiry'

2019 ◽  
Vol 1 (59) ◽  
Author(s):  
Belén Ballesteros Velázquez ◽  
Inés Gil-Jaurena ◽  
Javier Morentin Encina
Keyword(s):  
Interpersonal Relationships ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Reliability And Validity ◽  
Point Of View ◽  
Three Dimensions ◽  
Validity And Reliability ◽  
On Line ◽  
Teaching Learning ◽  
Constructing Meaning

Presentamos el estudio de la fiabilidad y validez del cuestionario 'Community of Inquiry' (CoI) en su versión española. El modelo CoI concibe la enseñanza-aprendizaje en entornos on-line como proceso de indagación, a través del cual los participantes colaboran en el discurso y reflexión crítica para construir conocimiento personal y llegar a un entendimiento mutuo. Consecuentemente, el modelo CoI identifica la presencia de tres dimensiones: a) la presencia cognitiva, referida al grado en que los participantes son capaces de construir significado y conocimiento a través de la comunicación continua, la reflexión y la discusión; b) la social, definida como la habilidad de los participantes de identificarse con la comunidad, comunicarse y desarrollar relaciones interpersonales; c) la docente, referida al diseño, guía y dirección, por parte del profesorado, de procesos cognitivos y sociales con el propósito de lograr resultados de aprendizaje significativos en los estudiantes. La validación del cuestionario en el contexto de enseñanza a distancia español muestra resultados satisfactorios desde el punto de vista de la validez de constructo y la fiabilidad como consistencia interna, confirmando la utilidad e interés de este instrumento en investigaciones que pretendan analizar y mejorar el desarrollo de procesos educativos a través de comunidades de indagación. We present the study of the reliability and validity of the 'Community of Inquiry' (CoI) survey in its Spanish version. The CoI model conceives teaching-learning in on-line environments as a process of inquiry, through which the participants collaborate in the discourse and critical reflection to build personal knowledge and reach a mutual understanding. Consequently, the CoI model identifies the presence of three dimensions: a) the cognitive presence, referred to the degree to which the participants are capable of constructing meaning and knowledge through continuous communication, reflection and discussion; b) the social presence, defined as the ability of participants to identify with the community, communicate and develop interpersonal relationships; c) the teaching presence, referred to the design, guidance and direction, on the part of the faculty, of cognitive and social processes with the purpose of achieving significant learning results in the students. The validation of the survey in the context of Spanish distance learning shows satisfactory results from the point of view of construct validity and reliability as internal consistency, confirming the usefulness and interest of this instrument in investigations that seek to analyze and improve the development of educational processes through communities of inquiry.

scholarly journals Digital Gap in Universities and Challenges for Quality Education: A Diagnostic Study in Mexico and Spain

2020 ◽  
Vol 12 (21) ◽  
pp. 9069
Author(s):  
Guillermo Rodríguez-Abitia ◽  
Sandra Martínez-Pérez ◽  
Maria Soledad Ramirez-Montoya ◽  
Edgar Lopez-Caudana
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Point Of View ◽  
Quality Education ◽  
Three Dimensions ◽  
Diagnostic Study ◽  
Use Of Technology ◽  
Digital Gap ◽  
Teaching Learning

The United Nations (UN) identifies four key elements as agents for change and for addressing societal challenges: education, research, innovation and leadership. The use of technology, from a pedagogical and organizational point of view, in higher education institutions has brought about new challenges. The integration of them in the teaching–learning processes has experienced a great evolution, giving way to a digital transformation and the acquisition of new skills and knowledge, thus pointing towards quality education within the framework of sustainable development objectives. This document aims to describe and analyze the ways in which seven higher education institutions, three in Spain and four in Mexico, have taken up the challenge of adopting technologies and applying them to the educational process. To this end, in-depth interviews and direct observations were carried out. The results point to three dimensions: technological, pedagogical and organizational, which shed light on the different factors that influence the choice and availability of the use of technologies. The results indicate that contextual factors play a determinant role in the ability of an institution to profit from technologies to aid the educational process and guarantee its quality.

Nursing students’ perceptions of faculty members’ ethical/unethical attitudes

2016 ◽  
Vol 24 (7) ◽  
pp. 789-801
Author(s):  
Sevda Arslan ◽  
Leyla Dinç
Keyword(s):  
Nursing Students ◽  
Phase I ◽  
Phase Ii ◽  
Role Models ◽  
Professional Socialization ◽  
Critical Role ◽  
Point Of View ◽  
Faculty Members ◽  
Validity And Reliability ◽  
Teaching Learning

Background: Through education, individuals acquire knowledge, skill and attitudes that facilitate professional socialization; it involves intellectual, emotional and psychomotor skill development. Teachers are role models for behaviour modification and value development. Objective: To examine students’ perceptions of faculty members’ ethical and unethical attitudes during interactions in undergraduate nursing. Research design: This descriptive study consisted of two phases. In Phase I, we developed an instrument, which was administered to nursing students to assess validity and reliability. Exploratory factor analysis yielded 32 items. Cronbach’s α was 0.83, and test–retest reliability was good. In Phase II, a 32-item version of the instrument was administered to nursing students from another university. Participants and research context: Participants included 219 nursing students from one university in Phase I and 196 from another university in Phase II. The study was conducted at the universities attended by the participants. Ethical considerations: Ethical approval was granted by the institutions involved, and all participants provided informed consent. Findings: In Phase I, the instrument demonstrated good psychometric properties for measuring nursing students’ perceptions of faculty members’ ethical and unethical behaviours. In Phase II, students considered certain professional and personal qualities, including respecting confidentiality and students’ private lives and assuming an impartial stance during interactions in the classroom, examinations, or clinical practice, ethical. They considered using obscene examples or unprofessional speech during teaching, selling textbooks in class, using university facilities for personal interests, engaging in romantic relationships with students, and humiliating students in front of patients or staff in clinical settings unethical. Conclusion: Results of this study suggest that nurse educators should be aware of their critical role in the teaching–learning process, and they must scrutinize their attitudes towards students from an ethical point of view.

scholarly journals The switch to remote instruction in Spanish heritage language courses: Why social presence matters

2021 ◽  
Vol 8 (2) ◽  
pp. 185-214
Author(s):  
Angélica Amezcua ◽  
Anel Brandl ◽  
Evelyn Durán Urrea ◽  
Estrella Rodriguez
Keyword(s):  
Social Presence ◽  
Heritage Language ◽  
Online Survey ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Teaching Presence ◽  
Online Classroom ◽  
Virtual Courses ◽  
Language Courses ◽  
On Line

EN The pandemic amplified the educational disparities that Latinx students face in virtual courses. This research project describes Spanish Heritage Language (SHL) learners’ experiences with remote instruction, and it proposes using the Community of Inquiry Model (Garrison et al., 2000) and modified versions of the Theory of Social Presence (Fayram, 2017; Hauck & Warnecke, 2012; Strong et al., 2012; Whiteside, 2015) as guiding frameworks to obtain information about social presence (SP) aspects in the online classroom. A total of 126 SHL learners took a validated online survey to evaluate the challenges of switching to a remote modality of instruction. This research emphasizes the need to design effective online courses that foster SP as a key element to diminish feelings of isolation and encourage active participation in the classroom. We propose that teaching presence is an important component of social presence in online SHL courses, and we offer pedagogical implications for practitioners. Parole chiave: LATINX STUDENTS, SPANISH HERITAGE LANGUAGE COURSES, ONLINE CLASSES, SOCIAL PRESENCE ES La pandemia amplificó la disparidad educativa que el alumnado latino sufre en los cursos virtuales. Este proyecto describe las experiencias del alumnado latino en las clases virtuales de español como lengua de herencia (SHL) y propone el uso del modelo de la Community of Inquiry (Garrison et al., 2000) y la teoría de la Presencia Social (junto con sus modificaciones: Hauck & Warnecke, 2012; Fayram, 2017; Strong et al., 2012; Whiteside, 2015) como guía para entender la presencia social (PS) y sus factores en las clases virtuales. Un total de 126 participantes respondieron a un cuestionario en línea validado para evaluar los retos que supuso el cambio a una enseñanza a distancia. Los resultados indican la importancia de diseñar cursos virtuales efectivos que promuevan la presencia social como el elemento clave para disminuir el aislamiento y promover la participación activa en las clases. En este estudio proponemos que la presencia docente es un componente importante de la presencia social en la enseñanza virtual del español como lengua de herencia y ofrecemos implicaciones pedagógicas para el profesorado. Palabras claves: ALUMNADO LATINO, CURSOS DE ESPAÑOL COMO LENGUA DE HERENCIA, CURSOS EN LÍNEA, PRESENCIA SOCIAL IT La pandemia ha aumentato le disparità educative che studenti/esse latini/e affrontano nei corsi a distanza. Questo studio descrive le esperienze di apprendenti di Spagnolo come Lingua Ereditaria nella didattica a distanza (DaD), e propone l’uso del modello della Community of Inquiry (Garrison et al., 2000) e della Teoria della Presenza Sociale (con le sue variazioni: Hauck & Warnecke, 2012; Fayram, 2016; Strong et al., 2012; Whiteside, 2015) come modelli per ottenere informazioni su aspetti della presenza sociale (SP) durante le lezioni online. 126 studenti hanno risposto a un questionario validato online per valutare le sfide poste dal passaggio alla DaD. I risultati evidenziano la necessità di corsi online efficaci che promuovano la SP come fattore chiave per diminuire il senso di isolamento e incoraggiare una partecipazione attiva alla lezione. Viene suggerita la presenza dell’insegnante come componente importante della SP nei corsi online di SHL e vengono trattate le implicazioni pedagogiche per i docenti stessi. Parole chiave: STUDENTI LATINI, CORSI DI SPAGNOLO COME LINGUA EREDITARIA, LEZIONI ON-LINE, PRESENZA SOCIALE.

scholarly journals Using Artificial Intelligence for Developing English Language Teaching/Learning: An Analytical Study from University Students’ Perspective

2020 ◽  
Vol 10 (6) ◽  
pp. 40
Author(s):  
Turki Rabah Al Mukhallafi
Keyword(s):  
Artificial Intelligence ◽  
University Students ◽  
English Language ◽  
English Education ◽  
Point Of View ◽  
Validity And Reliability ◽  
Training Requirements ◽  
Northern Border ◽  
Teaching Learning ◽  
Learning English

As time passes on, machines are becoming more and more complex, fast-processing and intelligent. Being exactly like humans deducting, inferring and making decisions is still away, however some remarkable gains in the application of Artificial Intelligence (AI) techniques and machine learning have been recently recorded. Therefore, the current study seeks to examine strategies for effectively applying artificial intelligence (AI) applications to teach/learn English according to the university students’ point of view. The study adopts the analytical descriptive approach in order to study and analyze the literature, to describe AI and the strategies of its employment for teaching/learning English. A 40-item questionnaire was used. It covers the following fields: AI strategies and its suitable applications for teaching/learning English, the effectiveness of these applications, their practical use, and the requirements for using them in the fields of teaching/learning English. Measuring the validity and reliability of the questionnaire revealed a Cronbach’s alpha of 0.931. The study sample consisted of 44 randomly selected male students from the English language stream at Northern Border University. A set of study instruments was applied. The results revealed a group of strategies suitable for employing AI for teaching/learning English. The results also indicated a very low level of employment of these strategies for teaching/learning English, and pointed out to their effectiveness if used in this field. The study has identified the training requirements from the study sample’s point of view. A suggested plan has been envisioned that includes the basics, objectives, content, processors, and evaluation methods for the employment of AI applications in the field of English education.

Validity and Reliability of the Multidimensional Scale of Perceived Social Support-Revised, with a Turkish Sample

2008 ◽  
Vol 36 (10) ◽  
pp. 1303-1313 ◽  
Author(s):  
Gülşah Başol
Keyword(s):  
Social Support ◽  
Factor Analysis ◽  
Factor Structure ◽  
Perceived Social Support ◽  
School Administrators ◽  
Reliability And Validity ◽  
Three Dimensions ◽  
Significant Other ◽  
Validity And Reliability ◽  
Confirmatory Factor

An examination was carried out of the reliability and validity of the Multidimensional Scale of Perceived Social Support-Revised (MSPSS-R; Eker, Arkar, & Yaldız, 2001) with 433 Turkish school administrators. Although it has been used often, there were no studies on the reliability and validity of the MSPSS-R for this group. The MSPSS-R measures social support from Family (FA), Friends (FR), and Significant Other (SO). An exploratory factor analysis (EFA) is conducted to examine the factor structure underlying the data and a confirmatory factor analysis (CFA) to confirm the three-factor structure of the scale. In our study, the internal consistency of the total and subscale scores were satisfactory (Cronbach's alpha = .93) confirming three dimensions and satisfactory reliability.

scholarly journals Adaptation of Organizational Justice in Sport Scale into Turkish Language: Validity and Reliability Study

2017 ◽  
Vol 5 (2) ◽  
pp. 207
Author(s):  
Ayfer Sayin ◽  
Mustafa Yaşar Şahin
Keyword(s):  
Organizational Justice ◽  
National Collegiate Athletic Association ◽  
Reliability And Validity ◽  
Three Dimensions ◽  
Measurement Tool ◽  
Validity And Reliability ◽  
Turkish Version ◽  
Fit Indexes ◽  
Positive Correlations ◽  
High Level

The present study aimed to provide a Turkish adaptation of the Organizational Justice in Sport Scale and perform reliability and validity studies. Answers provided by 260 participants who work as football, male basketball and female basketball coaches in National Collegiate Athletic Association (NCAA) were analysed using the original scale that comprised 17 items and three dimensions rated on a Likert-type 7-point scale. Subsequently, the opinions of 210 coaches were obtained. Confirmatory factor analysis conducted at the end of the study determined that the standardized regression coefficients vary between 0.45 and 0.92. Model-fit indexes showed that Turkish version of the scale had high construct validity. It was found that the corrected item-total correlation varied between 0.589 and 0.846. Further, it was determined that there were medium-/high-level positive correlations between sub-dimensions. Cronbach’s alpha reliability coefficient was calculated as 0.957. The authors concluded that the Turkish version of the Organizational Justice in Sport Scale was a valid, reliable and convenient measurement tool for determining the level of Organizational justice among the coaches.

scholarly journals Examining the Reliability and Validity of a Turkish Version of the Community of Inquiry Survey

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Yusuf Ziya OLPAK ◽  
Ebru KILIÇ ÇAKMAK
Keyword(s):  
Factor Analysis ◽  
Social Presence ◽  
Reliability And Validity ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Validity And Reliability ◽  
Turkish Version ◽  
Language Version ◽  
Turkish Language ◽  
Three Factor

The aim of this study was to describe the validity and reliability of a Turkish language version of the CoI survey developed by Arbaugh et al. (2008). Adaptation of the survey into Turkish is described. Data was obtained from 1150 students who study in different departments and take courses through online learning. The data were randomly divided into two parts: the first part was subjected to exploratory factor analysis; the second part underwent confirmatory factor analysis. Three-factor structures of the CoI framework explained 75.28% of the variance in the pattern of relationships among the items using the first split-half sample. All three presences had high reliabilities (teaching presence = .965, social presence = .953, and cognitive presence = .972). The three-factor structure of the CoI framework with teaching, social, and cognitive presences confirmed the validity of the Turkish version of the CoI survey.

scholarly journals Development of a Measure: Internet Behaviors Scale

2016 ◽  
Vol 10 (7) ◽  
pp. 124
Author(s):  
Samira Ranaiey ◽  
Mohammad Reza Taghavi ◽  
Mohammad Ali Goodarzi
Keyword(s):  
Factor Analysis ◽  
Social Networking Sites ◽  
Discriminant Validity ◽  
Negative Impact ◽  
Reliability And Validity ◽  
Three Dimensions ◽  
The Internet ◽  
Validity And Reliability ◽  
Pathological Effect ◽  
Iranian Students

<p class="zhengwen">Background and aims: Previous studies had documented that Social Networking Sites (S.N.S) has pathological effect on its users. A multi dimension syndrome, called problematic Internet use (PIU), causing behavioral and cognitive symptoms, which results in negative impact on different aspect<strong>s</strong> of life like social, professional or academic.</p><p class="zhengwen">Because of increased attention to PIU, some measure had been made, but they seem to be inadequate, due to new issue of the internet interactions. Therefore the necessity and importance of standard, valid and reliable tools to assess PIU and the related behaviors is clear.</p><p class="zhengwen">In a survey conducted by Morahan-Martin and Schumacher on differences between lonely and non-lonely in internet behaviors, “Internet Behaviors scale” was used.</p><p class="zhengwen">The paper was frequently cited as a source by different researchers, but no validity or reliability for that scale was reported. The scale evaluates the different aspects of internet behavior which seems to be a quite helpful tool for PIU assessment.</p><p class="zhengwen">Method: This survey presented results of a study that evaluate reliability and validity of “Internet Behaviors Scales” with Iranian university student<strong>s</strong>. This questionnaire was completed by 156 volunteer students of Shiraz University. To assess reliability coefficient α and test retest method was conducted. To assess validity exploratory factor analysis and convergent and discriminant validity was conducted.</p><p class="zhengwen">Results: Factor Analysis indicated three dimensions of this scale: social aspects, negative impact and competency and convenience aspect.</p><p class="zhengwen">“The internet Behaviors Scale” as the results indicate showed acceptable reliability and validity with Iranian students.</p>Discussion: The internet Behaviors Scale as the results indicated could be used as a standard scale (valid and reliable) to evaluate PIU and related behaviors. It is important that validity and reliability of this scale be measured by other means.

scholarly journals Understanding Reliability and Validity in Qualitative Research

2015 ◽  
Author(s):  
Nahid Golafshani
Keyword(s):  
Qualitative Research ◽  
Qualitative Study ◽  
Quantitative Research ◽  
Reliability And Validity ◽  
Point Of View ◽  
Research Paradigm ◽  
Validity And Reliability ◽  
Relevant Research ◽  
Naturalistic Approach

The use of reliability and validity are common in quantitative research and now it is reconsidered in the qualitative research paradigm. Since reliability and validity are rooted in positivist perspective then they should be redefined for their use in a naturalistic approach. Like reliability and validity as used in quantitative research are providing springboard to examine what these two terms mean in the qualitative research paradigm, triangulation as used in quantitative research to test the reliability and validity can also illuminate some ways to test or maximize the validity and reliability of a qualitative study. Therefore, reliability, validity and triangulation, if they are relevant research concepts, particularly from a qualitative point of view, have to be redefined in order to reflect the multiple ways of establishing truth.

scholarly journals A Pilot Study on Organizational Justice Scale for Student Organization: Result of Reliability and Validity

2021 ◽  
Vol 2 ◽  
pp. 85-88
Author(s):  
Thabrany Makmur Noerama ◽  
Catur Kurniawan ◽  
Tri Na’imah
Keyword(s):  
Pilot Study ◽  
Organizational Justice ◽  
Reliability And Validity ◽  
Interactional Justice ◽  
Student Organizations ◽  
Three Dimensions ◽  
Psychometric Analysis ◽  
Validity And Reliability ◽  
Cronbach’S Alpha ◽  
Cronbach's Alpha

Organizational justice is an individual's fair perception of organizational decisions taken by its leaders. Researchers conducted a psychometric analysis to determine the validity and reliability of the organizational justice scale. The organizational justice scale is based on three dimensions: distributive justice, procedural justice, and interactional justice. The pilot study involved 36 students who were members of the Universitas Muhammadiyah Purwokerto, Indonesia. The validity test uses content validity, product-moment item selection while measuring reliability using Cronbach's alpha which is analyzed using SPSS version 25. The analysis results prove that 32 items are feasible and reliable with Cronbach's alpha value of 0.948. Thus, the organizational justice scale can be used for research on student organizations.

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