E-learning educational atmosphere measure (EEAM): a new instrument for assessing e-students’ perception of educational environment
Abstract
Universities assess their academic learning environment to improve students’ learning. Students’ experience in e-learning environment is different from face-to-face educational environment. So, in this study a specific valid and reliable instrument was devised for assessing perception of e-students from educational environment, that is, educational atmosphere. Firstly, we devised the primary instrument based on factors constituting educational atmosphere. Then Instrument’s content and construct validity were assessed. Also, Cronbach’s alpha and test–retest were used for studying the internal consistency and reliability of the instrument respectively. The final instrument named ‘e-learning educational atmosphere measure’ (EEAM) consisted of 40 items covering six factors, including programme effectiveness, teaching quality, ethics and professionalism, learner support, safety and convenience, and awareness of the rules, which accounted for 68.53% of variances. Content validity ratio was more than 0.51 and content validity index score of all questions was above 0.81. Test–retest reliability was 0.85 (p = 0.001) and Cronbach’s alpha was 0.943. Assessing educational atmosphere in e-learning settings by EEAM could provide managers and investors with useful information to settle an effective education system by prioritising the necessary changes.
Downloads
References
Mojtahedzadeh, R., Mousavi, A., Shirazi, M. & Mohammadi, A. (2017) ‘Factors creating an educational atmosphere in cyberspace: a qualitative study’, J. Strides Dev Med Educ, vol. 14, e66898. doi: 10.5812/sdme.66898.
Aldridge, J., Dorman, J. & Fraser, B. (2004) ‘Use of multi trait-multimethod modeling to validate actual and preferred forms of the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI)’, Australian Journal of Educational & Developmental Psychology, vol. 4, pp. 110–125. Available at: https://www.newcastle.edu.au/__data/assets/pdf_file/0014/100436/v4-aldridge-et-al.pdf
Alqurashi, E. (2016) ‘Self-efficacy in online learning environment: a literature review’, Contemporary Issues in Education Research, vol. 9, no. 1, pp. 45–52. doi: 10.19030/cier.v9i1.9549
Ayre, C. & Scally, AJ. (2014) ‘Critical values for Lawshe’s content validity ratio: revising the original method of calculation’, Measurement and Evaluation in Counselling and Development, vol. 47, no. 1, pp. 79–86. doi: 10.1177/0748175613513808
Baloyi, G. (2014) ‘Learner support in the open distance learning and e-learning context using the community of inquiry model’, Mediterranean Journal of Social Sciences, vol. 5, no. 20, pp. 1251–1258. doi: 10.5901/mjss.2014.v5n20p1251
Bdiwi, R., et al., (2019) ‘Smart learning environment: teacher’s role in assessing classroom attention’, Research in Learning Technology, vol. 27, p. 2072. doi: 10.25304/rlt.v27.2072
Cassidy, S. (2016) ‘Virtual learning environments as mediating factors in student satisfaction with teaching and learning in higher education’, Journal of Curriculum and Teaching, vol. 5, no. 1, pp. 113–123. doi: 10.5430/jct.v5n1p113
Chang, H. Y., et al., (2015) ‘A review of features of technology-supported learning environments based on participants’ perceptions’, Computers in Human Behavior, vol. 53, pp. 223–237. doi: 10.1016/j.chb.2015.06.042
Chang, V. & Fisher, D. (2001) ‘The validation and application of a new learning environment instrument to evaluate online learning in higher education’, AARE Annual Conference, Fremantle, Paper code. cha01098. Available at: https://www.aare.edu.au/publications/aare-conference-papers/3015/the-validation-and-application-of-a-new-learning-environment-instrument-to-evaluate-online-learning-
Clayton, J. (2007) ‘The validation of the online learning environment survey’, Proceedings ASCILITE Singapore, pp. 159–167. Available at: http://www.ascilite.org/conferences/singapore07/procs/clayton.pdf
Dadgaran, I., et al., (2016) ‘Developing an instrument to effective factors on clinical learning’, Journal of Advances in Medical Education & Professionalism, vol. 4, no. 3, pp. 122–129. Available at: http://jamp.sums.ac.ir/article_40966_e705c4c3febc915d45b9d49b44bbbe3e.pdf
Genn, J. M. (2001) ‘AMEE Medical Education Guide No. 23 (Part 1): curriculum, environment, climate, quality and change in medical education – a unifying perspective’, Medical Teacher, vol. 23, no. 4, pp. 337–344. doi: 10.1080/01421590120063330
Hampel, G. & Dancsházy, K. (2014) ‘Creating a virtual learning environment’, Journal of Agricultural Informatics, vol. 5, no. 1, pp. 46–55. doi: 10.17700/jai.2014.5.1.124
Hung, M. L., et al., (2010) ‘Learner readiness for online learning: scale development and student perceptions’, Computers & Education, vol. 55, no. 3, pp. 1080–1090. doi: 10.1016/j.compedu.2010.05.004
Jegede, O., Fraser, B. & Fisher, D. (1995) ‘The development and validation of a distance and open learning environment scale’, Educational Technology Research and Development, vol. 43, no. 1, pp. 89–94. doi: 10.1007/BF02300485
Kats, Y.E. (2013) ‘Challenges encountered in creating personalized learning activities to suit students learning preferences’, in Learning Management Systems and Instructional Design: Best Practices in Online Education, eds E. O’Donnell, V. Wade, M. Sharp & L. O’Donnell, Information Science Reference, Hershey, USA, pp. 263–287. doi: 10.4018/978-1-4666-3930-0
Kebritchi, M, Lipschuetz, A. & Santiague, L. (2017) ‘Issues and challenges for teaching successful online courses in higher education: a literature review’, Journal of Educational Technology Systems, vol. 46, no. 1, pp. 4–29. doi: 10.1177/0047239516661713
Lee, JK. & Lee, WK. (2008) ‘The relationship of e-learner’s self-regulatory efficacyand perception of e-learning environmental quality’, Computers in Human Behavior, vol. 24, pp. 32–47. doi: 10.1016/j.chb.2006.12.001
Palmer, SR. (2011) ‘The lived experience of flexible education – theory, policy and practice’, Journal of University Teaching & Learning Practice, vol. 8, no. 3, pp. 1–14. Available at: https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1196&context=jutlp
Shirazi, M., et al., (2014) ‘Comparison of health students’ perceptions and expectations of their educational environment’, British Journal of Medicine & Medical Research, vol. 4, no. 35, pp. 5657–66. doi: 10.9734/BJMMR/2014/8078
Stewart, B. L., et al., (2013) ‘Online student support services: a case based on quality frameworks’, Journal of Online Learning and Teaching, vol. 9, no. 2, pp. 290–303. Available at: http://jolt.merlot.org/vol9no2/stewart_barbara_0613.pdf
Tait, A. (2003) ‘Reflections on student support in open and distance learning’, International Review of Research in Open and Distance Learning, vol. 4, no. 1, pp. 1–9. doi: 10.19173/irrodl.v4i1.134
Taylor, P. & Maor, D. (2000) ‘Assessing the efficacy of online teaching with the constructivist on-line learning environment survey’, 9th Annual Teaching Learning Forum, Curtin University of Technology, Perth. Available at: http://clt.curtin.edu.au/events/conferences/tlf/tlf2000/taylor.html
Toprak, E., et al., (2010) ‘Ethics in e-learning’, The Turkish Online Journal of Educational Technology, vol. 9, no. 2, pp. 78–86. Available at: http://www.tojet.net/articles/v9i2/929.pdf
Trinidad, S., Aldridge, J. & Fraser, B. (2005) ‘Development, validation and use of the online learning environment survey’, Australasian Journal of Educational Technology, vol. 21, no. 1, pp. 60–81.doi: 10.14742/ajet.1343
Walker, S. L. & Fraser, B. (2005) ‘Development and validation of an instrument for assessing distance education learning environments in higher education: the distance education learning environments survey (DELES)’, Learning Environments Research, vol. 8, pp. 289–308. doi: 10.1007/s10984-005-1568-3
Yengin, I., et al., (2010) ‘Roles of teachers in e-learning: how to engage students & how to get free e-learning and the future’, Procedia Social and Behavioral Sciences, vol. 2, pp. 5775–5787. doi: 10.1016/j.sbspro.2010.03.942
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors contributing to Research in Learning Technology retain the copyright of their article and at the same time agree to publish their articles under the terms of the Creative Commons CC-BY 4.0 License (http://creativecommons.org/licenses/by/4.0/) allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
_0%20(002).jpg)
.png){kind=spacer}
