Development and Validation of the Purdue Global Online Teaching Effectiveness Scale
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 on-the-ground teaching effectiveness as opposed to the unique features of OTE (Blackman, Pedersen, March, Reye...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2020-06-01
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| Series: | Online Learning |
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| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2071 |
| _version_ | 1797326981394595840 |
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| author | Elizabeth Reyes-Fournier Edward J. Cumella Michelle March Jennifer Pedersen Gabrielle Blackman |
| author_facet | Elizabeth Reyes-Fournier Edward J. Cumella Michelle March Jennifer Pedersen Gabrielle Blackman |
| author_sort | Elizabeth Reyes-Fournier |
| collection | DOAJ |
| description |
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 on-the-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.
Keywords: online teaching effectiveness, instructor effectiveness, distance learning, student evaluations, asynchronous learning.
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| first_indexed | 2024-03-08T06:31:58Z |
| format | Article |
| id | doaj.art-0c2c9658eae741918f30217c2d1223f7 |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:31:58Z |
| publishDate | 2020-06-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-0c2c9658eae741918f30217c2d1223f72024-02-03T11:10:04ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302020-06-0124210.24059/olj.v24i2.2071859Development and Validation of the Purdue Global Online Teaching Effectiveness ScaleElizabeth Reyes-Fournier0Edward J. Cumella1Michelle March2Jennifer Pedersen3Gabrielle Blackman4Keiser University Online DivisionPurdue University GlobalCollege of Lake CountyUniversity of Alaska Anchorage/Kenai Peninsula CollegePurdue University Global 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 on-the-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. Keywords: online teaching effectiveness, instructor effectiveness, distance learning, student evaluations, asynchronous learning. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2071online teaching effectivenessinstructor effectivenessdistance learningstudent evaluationsasynchronous learning. |
| spellingShingle | Elizabeth Reyes-Fournier Edward J. Cumella Michelle March Jennifer Pedersen Gabrielle Blackman Development and Validation of the Purdue Global Online Teaching Effectiveness Scale Online Learning online teaching effectiveness instructor effectiveness distance learning student evaluations asynchronous learning. |
| title | Development and Validation of the Purdue Global Online Teaching Effectiveness Scale |
| title_full | Development and Validation of the Purdue Global Online Teaching Effectiveness Scale |
| title_fullStr | Development and Validation of the Purdue Global Online Teaching Effectiveness Scale |
| title_full_unstemmed | Development and Validation of the Purdue Global Online Teaching Effectiveness Scale |
| title_short | Development and Validation of the Purdue Global Online Teaching Effectiveness Scale |
| title_sort | development and validation of the purdue global online teaching effectiveness scale |
| topic | online teaching effectiveness instructor effectiveness distance learning student evaluations asynchronous learning. |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2071 |
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