{"title":"Perceived Session Quality Scale: What contributes to the quality of synchronous online education?","authors":"Radoslaw Czahajda, Mitja Černko","doi":"10.1111/ijtd.12216","DOIUrl":null,"url":null,"abstract":"<p>The purpose of this research was to construct an instrument to measure participants’ satisfaction with synchronous online education, explore its psychometric properties and explore differences among sessions based on their format and content. The quantitative analyses employed factor analysis in conjunction with item response theory for validation purposes and a (multivariate) analysis of variance with multilevel modelling for comparison purposes (<i>N</i> = 433). The qualitative analysis relied on classical content analysis of 303 open-question feedback responses classified as Promoters or Detractors. Eight out of 10 questions from the initial item pool were retained for the final scale. In contrast with current knowledge about synchronous online education, interactivity was related to overall perceived session quality the least compared with other aspects included. Qualitative research provided pragmatic insights about the participants’ perspective on session quality and a comprehensive map of potentially relevant factors that could be a meaningful focus of future iterations of research. A relatively small and conceptually homogeneous pool of items prevented the extraction of additional factors due to discriminant validity issues. In future research, a larger and more comprehensive pool of items should be used as a starting point for constructing a scale, and if possible, longitudinal measures of learning transfer included as well. Educators can immediately make use of the practical suggestions in their instructional design, use the Perceived Session Quality Scale as a brief screening instrument to evaluate their sessions, and benchmark their quality in light of percentile scores provided for various types of sessions. The major contributions of this paper are the construction of a short, generalizable, and psychometrically valid tool for (synchronous online) education screening assessment—the Perceived Session Quality Scale—and an empirical mapping of potentially relevant aspects that contribute to perceived session quality.</p>","PeriodicalId":46817,"journal":{"name":"International Journal of Training and Development","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/ijtd.12216","citationCount":"3","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Training and Development","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijtd.12216","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"MANAGEMENT","Score":null,"Total":0}
引用次数: 3
Abstract
The purpose of this research was to construct an instrument to measure participants’ satisfaction with synchronous online education, explore its psychometric properties and explore differences among sessions based on their format and content. The quantitative analyses employed factor analysis in conjunction with item response theory for validation purposes and a (multivariate) analysis of variance with multilevel modelling for comparison purposes (N = 433). The qualitative analysis relied on classical content analysis of 303 open-question feedback responses classified as Promoters or Detractors. Eight out of 10 questions from the initial item pool were retained for the final scale. In contrast with current knowledge about synchronous online education, interactivity was related to overall perceived session quality the least compared with other aspects included. Qualitative research provided pragmatic insights about the participants’ perspective on session quality and a comprehensive map of potentially relevant factors that could be a meaningful focus of future iterations of research. A relatively small and conceptually homogeneous pool of items prevented the extraction of additional factors due to discriminant validity issues. In future research, a larger and more comprehensive pool of items should be used as a starting point for constructing a scale, and if possible, longitudinal measures of learning transfer included as well. Educators can immediately make use of the practical suggestions in their instructional design, use the Perceived Session Quality Scale as a brief screening instrument to evaluate their sessions, and benchmark their quality in light of percentile scores provided for various types of sessions. The major contributions of this paper are the construction of a short, generalizable, and psychometrically valid tool for (synchronous online) education screening assessment—the Perceived Session Quality Scale—and an empirical mapping of potentially relevant aspects that contribute to perceived session quality.
期刊介绍：
Increasing international competition has led governments and corporations to focus on ways of improving national and corporate economic performance. The effective use of human resources is seen as a prerequisite, and the training and development of employees as paramount. The growth of training and development as an academic subject reflects its growth in practice. The International Journal of Training and Development is an international forum for the reporting of high-quality, original, empirical research. Multidisciplinary, international and comparative, the journal publishes research which ranges from the theoretical, conceptual and methodological to more policy-oriented types of work. The scope of the Journal is training and development, broadly defined. This includes: The determinants of training specifying and testing the explanatory variables which may be related to training identifying and analysing specific factors which give rise to a need for training and development as well as the processes by which those needs become defined, for example, training needs analysis the need for performance improvement the training and development implications of various performance improvement techniques, such as appraisal and assessment the analysis of competence Training and development practice the design, development and delivery of training the learning and development process itself competency-based approaches evaluation: the relationship between training and individual, corporate and macroeconomic performance Policy and strategy organisational aspects of training and development public policy issues questions of infrastructure issues relating to the training and development profession The Journal’s scope encompasses both corporate and public policy analysis. International and comparative work is particularly welcome, as is research which embraces emerging issues and developments.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
