Development and validation of an instrument to measure the Micro-Learning Environment of Students (MLEM)
Abstract Background There are multiple instruments to measure different learning environments but no valid and reliable instrument is present for measuring the micro-learning environment. This study aimed to develop and validate an instrument to measure the micro-learning environment of students. Me...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-05-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04381-3 |
| _version_ | 1797811410615402496 |
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| author | Zainab Akbar Rehan Ahmed Khan Humaira Fayyaz Khan Rahila Yasmeen |
| author_facet | Zainab Akbar Rehan Ahmed Khan Humaira Fayyaz Khan Rahila Yasmeen |
| author_sort | Zainab Akbar |
| collection | DOAJ |
| description | Abstract Background There are multiple instruments to measure different learning environments but no valid and reliable instrument is present for measuring the micro-learning environment. This study aimed to develop and validate an instrument to measure the micro-learning environment of students. Measuring the micro-learning environment can give insight into the real-life experiences of students and enlighten us about the disparity between taught, delivered, and learned curricula. Methods Multi-institutional Mixed methods study design with consecutive qualitative and, quantitative components was used based on information processing theory. Literature review, results of semi-structured interviews, and focus group discussion were combined to develop a questionnaire. Content and response process validity were established followed by pilot testing, reliability calculation, and exploratory and confirmatory factor analysis. Results A forty-nine-item preliminary draft instrument was reduced to a total of twenty-four items final instrument having five themes regarding teaching practices, learners support, competence in teaching, progressive faculty, and teaching environment. The values of SCVI/Ave and S-CVI/UA were calculated to be 0.92 and 0.62 respectively. Reliability was calculated to be 0.94. Fit indices values were within the normal range. Conclusion The instrument for measuring the micro-learning environment has excellent content, construct, response process validity, and reliability. |
| first_indexed | 2024-03-13T07:23:15Z |
| format | Article |
| id | doaj.art-69e07e6d914a43d383acc9bde0c08950 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-13T07:23:15Z |
| publishDate | 2023-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-69e07e6d914a43d383acc9bde0c089502023-06-04T11:31:41ZengBMCBMC Medical Education1472-69202023-05-0123111110.1186/s12909-023-04381-3Development and validation of an instrument to measure the Micro-Learning Environment of Students (MLEM)Zainab Akbar0Rehan Ahmed Khan1Humaira Fayyaz Khan2Rahila Yasmeen3Rehman College Of DentistryRiphah International UniversityRiphah International UniversityRiphah International UniversityAbstract Background There are multiple instruments to measure different learning environments but no valid and reliable instrument is present for measuring the micro-learning environment. This study aimed to develop and validate an instrument to measure the micro-learning environment of students. Measuring the micro-learning environment can give insight into the real-life experiences of students and enlighten us about the disparity between taught, delivered, and learned curricula. Methods Multi-institutional Mixed methods study design with consecutive qualitative and, quantitative components was used based on information processing theory. Literature review, results of semi-structured interviews, and focus group discussion were combined to develop a questionnaire. Content and response process validity were established followed by pilot testing, reliability calculation, and exploratory and confirmatory factor analysis. Results A forty-nine-item preliminary draft instrument was reduced to a total of twenty-four items final instrument having five themes regarding teaching practices, learners support, competence in teaching, progressive faculty, and teaching environment. The values of SCVI/Ave and S-CVI/UA were calculated to be 0.92 and 0.62 respectively. Reliability was calculated to be 0.94. Fit indices values were within the normal range. Conclusion The instrument for measuring the micro-learning environment has excellent content, construct, response process validity, and reliability.https://doi.org/10.1186/s12909-023-04381-3EnvironmentLearningTeachingReliabilityValidity |
| spellingShingle | Zainab Akbar Rehan Ahmed Khan Humaira Fayyaz Khan Rahila Yasmeen Development and validation of an instrument to measure the Micro-Learning Environment of Students (MLEM) BMC Medical Education Environment Learning Teaching Reliability Validity |
| title | Development and validation of an instrument to measure the Micro-Learning Environment of Students (MLEM) |
| title_full | Development and validation of an instrument to measure the Micro-Learning Environment of Students (MLEM) |
| title_fullStr | Development and validation of an instrument to measure the Micro-Learning Environment of Students (MLEM) |
| title_full_unstemmed | Development and validation of an instrument to measure the Micro-Learning Environment of Students (MLEM) |
| title_short | Development and validation of an instrument to measure the Micro-Learning Environment of Students (MLEM) |
| title_sort | development and validation of an instrument to measure the micro learning environment of students mlem |
| topic | Environment Learning Teaching Reliability Validity |
| url | https://doi.org/10.1186/s12909-023-04381-3 |
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