COMMUNICATION MANAGEMENT IN DISTANCE LEARNING SCALE VALIDATION

Q3 Social Sciences

Malaysian Online Journal of Educational Management Pub Date : 2018-06-22 DOI:10.22452/MOJEM.VOL6NO3.2

B. Kayode

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引用次数: 0

Abstract

The aim of this study is to investigate the relationship between communication management indicators namely communication practices, communication tools and learners' cognitive engagement in distance learning programme. A set of hypotheses concerning correlational links between constructs are derived from the literature. This study was conducted using quantitative approach. Questionnaire was used to elicit responses from 405 randomly selected distance learners from three Malaysia Public universities offering distance-learning programmes. Data analysis was conducted using Analysis of Moment Structures (AMOS) version 18 software to test the relationship between communication practices, communication tools and learners' cognitive engagement. Confirmatory Factor Analysis (CFA) was conducted to establish the validity and reliability of the items. Tests of hypotheses provided evidence of measures of fit and statistical significance of the measurement model. The findings provide evidences of model fit and that effective communication practices and communication tools have strong positive relationship with students' cognitive engagement. The study establishes the relevance of communication management in enhancing self-directed, self-motivated and self-dependent distance learners.

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远程学习量表验证中的沟通管理

本研究旨在探讨远程教育中沟通管理指标，即沟通实践、沟通工具与学习者认知参与之间的关系。从文献中导出了一系列关于构念之间相关联系的假设。本研究采用定量方法进行。通过问卷调查，我们从马来西亚三所提供远程学习课程的公立大学中随机抽取405名远程学习者。数据分析采用AMOS (analysis of Moment Structures)第18版软件，检验交际实践、交际工具与学习者认知投入之间的关系。采用验证性因子分析(CFA)来确定项目的效度和信度。假设检验提供了测量模型的拟合测量和统计显著性的证据。研究结果提供了模型拟合的证据，有效的沟通实践和沟通工具与学生的认知投入有很强的正相关关系。本研究确立了沟通管理在提升自我导向、自我激励和自我依赖的远程学习者中的相关性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Malaysian Online Journal of Educational Management Social Sciences-Education

CiteScore

0.90

自引率

0.00%

发文量

期刊介绍： The Malaysian Journal of Educational Management is interested in features manuscripts concerning recent research and developments, professional issues, administrative and leadership concerns, and creative strategies and policies to improve educational management. MOJEM publishes original contributions on educational management , administration and leadership in the widest sense: on the management planning, policy decisions, finance, human recourse development, organizational behavior, change management and alternatives in schools as well as further and higher education institutions. By promoting critical discussion on current innovations within these areas, the journal represents an excellent forum for highlighting the profile of educational management on both a national and international level. MOJEM covers the recent research and practices on key debates and controversies within the broad field of educational management planning and policy. The journal also blends the best of educational research and practice, making it a valuable resource for educators, management, policy makers, administrators, researchers, teachers, and post graduate students. Anyone in the profession of educational management may submit her/his manuscript(s) for publication consideration in MOJEM. All submission will be double-blind reviewe by at least two professional reviewers with expertise in the relevant areas . Articles may be contributed at any time for publication consideration.