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Tytuł pozycji:

Development and Validation of the Online Teaching Effectiveness Scale

Tytuł :
Development and Validation of the Online Teaching Effectiveness Scale
Autorzy :
Reyes-Fournier, Elizabeth; Cumella, Edward J.; Blackman, Gabrielle; March, Michelle; Pedersen, Jennifer
Źródło :
Online Learning, v24 n2 p111-127 Jun 2020. 17 pp.
Dostępność :
Full Text from ERIC Available online: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1260360">https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1260360
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail: ; Web site: https://olj.onlinelearningconsortium.org/index.php/olj/index
Recenzowane naukowo :
Y
ISSN :
2472-5749
Deskryptory :
Test Construction, Test Validity, Online Courses, Instructional Effectiveness, Student Evaluation of Teacher Performance, Distance Education, Test Reliability, Undergraduate Students, Graduate Students, Teaching Methods, Teacher Student Relationship, Expertise
Abstractor :
As Provided
Liczba referencji :
-1
Język :
English
Liczba stron :
17
Education Level :
Higher Education; Postsecondary Education
Typ publikacji :
Journal Articles; Reports - Research
Kod czasopisma :
JAN2021
Data wpisu :
2020
Numer akcesji :
EJ1260360
Czasopismo naukowe
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 onthe-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.

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