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E-raamat: Measurements in Distance Education: A Compendium of Instruments, Scales, and Measures for Evaluating Online Learning

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(Hofstra University, USA)
  • Formaat: 174 pages
  • Ilmumisaeg: 13-Feb-2018
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781351859103
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Measurements in Distance Education: A Compendium of Instruments, Scales, and Measures for Evaluating Online LearningSuurem pilt
  • Formaat: 174 pages
  • Ilmumisaeg: 13-Feb-2018
  • Kirjastus: Routledge
  • Keel: eng
  • ISBN-13: 9781351859103
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As more postsecondary faculty become engaged in designing online learning environments, research conducted on distance education program quality becomes increasingly important. Measurements in Distance Education is a concise, well-organized guide to some of the many instruments, scales, and methods that have been created to assess distance education environments, learners, and teachers. Entries are organized according to the qualities these measures attempt to gauge—such as engagement and information retention—and provide summaries of each instrument, usage information, the history of its development, and validation, including any reported psychometric properties. Offering more than 50 different surveys, tests, and other metrics, this book is an essential reference for anyone interested in understanding distance education assessment.

Arvustused

"Measurements in Distance Education presents fifty-eight instruments that have been used in online and distance education over the last twenty years, mainly self-report questionnaires (although some have been validated against behavioral data or learning analytics). Fourteen instruments are presented verbatim, and clear pointers are provided for accessing the remainder. This book will be an invaluable resource for researchers, practitioners, and their students."

John Richardson, Emeritus Professor in Student Learning, The Open University, UK

"A great resource! Dr. Catalano has captured many of the instruments, scales, and measures relevant to distance education in one well-organized publication. "

Ingrid Stewart, Professor of Mathematics at the College of Southern Nevada, USA

Introduction 1(3)
Understanding Validity and Reliability 4(5)
Chapter 1 Engagement and Satisfaction
9(26)
The Online Student Engagement Scale (OSE)
10(4)
Social Presence Scale
14(1)
Social Presence and Privacy Questionnaire (SPPQ)
15(1)
Computer-Mediated Communication (CMC) Questionnaire
16(6)
Social Presence in Online Classrooms
22(2)
Online Student Connectedness Scale (OSCS)
24(2)
Student Satisfaction Scale (SSS)
26(2)
Satisfaction and Quality
28(1)
Satisfaction Questionnaire
29(2)
National Survey of Student Engagement (NSSE)
31(1)
Online Faculty Satisfaction Survey
32(3)
Chapter 2 Student Readiness to Learn Online and Self-Efficacy
35(36)
E-Learning Readiness Survey
36(1)
Management Education by Internet Readiness (MEBIR) Scale
37(2)
Tertiary Students' Readiness for Online Learning (TSROL)
39(1)
Online Learning Readiness Survey (OLRS)
40(2)
Online Learning Readiness Scale (OLRS)
42(2)
Student Online Learning Readiness (SOLR)
44(2)
Role of the Online Learner
46(2)
Student Readiness for Computer-Supported Collaborative Learning (SR-CSCL)
48(2)
Teacher Readiness for Online Learning Measure (TROLM)
50(2)
Mobile Learning Readiness (MLR)
52(2)
Readiness for Online Learning Questionnaire (ROLQ)
54(1)
Self-Regulated Online Learning Questionnaire (SOL-Q)
55(3)
Online Self-Regulated Learning Inventory (OSRLI)
58(5)
Online Learning Self-Efficacy and Learning Satisfaction
63(2)
Online Learning Value and Self-Efficacy Scale (OLVSES)
65(2)
Online Technologies Self-Efficacy Scale (OTSES)
67(4)
Chapter 3 Evaluation of the Distance Education Teaching and Learning Environment
71(48)
Distance Education Learning Environment Survey (DELES)
72(2)
Online Learning Climate Scale (OLCS)
74(2)
Student Evaluation of Online Teaching Effectiveness (SEOTE)
76(3)
Perceptions of Course Management Systems
79(1)
Blackboard Course Management Success
80(2)
Community of Inquiry (Col) Survey
82(3)
Constructivist On-Line Learning Environment Survey (COLLES)
85(1)
Constructivist Multimedia Learning Environment Survey (CMLES)
86(1)
E-Learning Systems Success (ELSS)
87(2)
Test of Online Learning Success (TOOLS)
89(2)
Evaluation of Web-Based Courses
91(7)
Online Learning Environments (OLLES)
98(7)
Social Perceptions in Learning Contexts Instrument (SPLCI)
105(5)
Appendix B SPLCI Participant Scoring Grid
110(1)
Online Constructivist Learning Environment Survey (OCLES [ 20]) with Demographic Data
111(2)
Virtual Learning Environment Survey (VLES)
113(1)
Competencies for Distance Teaching
114(5)
Chapter 4 Student Learning and Behaviors
119(34)
Online Cooperative Learning Attitude Scale (OCLAS)
120(2)
Student Attitudes toward Online Cooperative Learning
122(1)
E-Learning Acceptance Measure (EIAM)
123(2)
Satisfaction in Online Learning: Technology Acceptance Model: Arabic
125(1)
TeLRA
126(2)
Online Learning Approach and Mentoring Preferences of International Doctoral Students
128(1)
Andragogy Learning Styles Scale
129(3)
Perception of Students toward Online Learning (POSTOL)
132(2)
Critical Thinking in Online Writings (CTOW)
134(2)
Student Approaches to Study and Use of ICT
136(6)
EGameFlow
142(2)
Student Online Misbehaviors (SOM) Scale
144(9)
Chapter 5 Student Achievement, Retention, and Attrition
153(8)
Distance Education Student Progress (DESP) Inventory
153(2)
Doctoral Student Connectedness Scale
155(1)
Identifying At-Risk Students
156(2)
Internal Locus of Control and Retention in Distance Educated Courses
158(1)
Online Learning Achievement Questionnaire
159(2)
Index of Full Text Measures 161(2)
Index 163
Amy J. Catalano is Associate Professor of Teaching and Learning as well as Library Services at Hofstra University, U.S.
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