Development of the Usage Rating Profile-Web Resource (URP-WR): Using Assessment to Inform Web Resource Selection

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2020-10-01 DOI:10.1080/07380569.2020.1835388

Nina Mandracchia, Wesley A. Sims

{"title":"Development of the Usage Rating Profile-Web Resource (URP-WR): Using Assessment to Inform Web Resource Selection","authors":"Nina Mandracchia, Wesley A. Sims","doi":"10.1080/07380569.2020.1835388","DOIUrl":null,"url":null,"abstract":"Abstract As technology use continues to rapidly increase, so too does consumer use of web-based resources. While important, accessibility is often overemphasized by users when consuming and evaluating web resources. This prioritization may have particularly negative consequences for the selection of supports or interventions in educational settings. This study outlines the development of Usage Rating Profile-Web Resource (UPR-WR), an assessment designed to support the identification, evaluation, and use of web resources. Additionally, preliminary validity evidence supporting the URP-WR interpretation and use argument (IUA) is presented. Content validation and exploratory factor analyses results yielded an URP-WR comprised of 31 items across four identified factors: plausibility, accessibility, appearance, and systems support. Extracted factors demonstrated acceptable reliability estimates (α = 0.82–0.93) and levels of social validity. This resulting URP-WR stands to provide assessment data that will aid educators in selecting web resources of quality for use in a practical setting.","PeriodicalId":45769,"journal":{"name":"COMPUTERS IN THE SCHOOLS","volume":"37 1","pages":"269 - 291"},"PeriodicalIF":1.2000,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/07380569.2020.1835388","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"COMPUTERS IN THE SCHOOLS","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/07380569.2020.1835388","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Abstract As technology use continues to rapidly increase, so too does consumer use of web-based resources. While important, accessibility is often overemphasized by users when consuming and evaluating web resources. This prioritization may have particularly negative consequences for the selection of supports or interventions in educational settings. This study outlines the development of Usage Rating Profile-Web Resource (UPR-WR), an assessment designed to support the identification, evaluation, and use of web resources. Additionally, preliminary validity evidence supporting the URP-WR interpretation and use argument (IUA) is presented. Content validation and exploratory factor analyses results yielded an URP-WR comprised of 31 items across four identified factors: plausibility, accessibility, appearance, and systems support. Extracted factors demonstrated acceptable reliability estimates (α = 0.82–0.93) and levels of social validity. This resulting URP-WR stands to provide assessment data that will aid educators in selecting web resources of quality for use in a practical setting.

查看原文本刊更多论文

Web资源使用评级档案(URP-WR)的开发:使用评估来通知Web资源选择

摘要随着技术的使用持续快速增加，消费者对网络资源的使用也在迅速增加。虽然很重要，但用户在使用和评估网络资源时往往过于强调可访问性。这种优先顺序可能会对教育环境中支持或干预措施的选择产生特别负面的影响。本研究概述了使用率评估档案网络资源（UPR-WR）的开发，该评估旨在支持网络资源的识别、评估和使用。此外，还提供了支持URP-WR解释和使用论证（IUA）的初步有效性证据。内容验证和探索性因素分析结果产生了URP-WR，该URP-WR由四个已确定因素的31个项目组成：合理性、可访问性、外观和系统支持。提取的因素证明了可接受的可靠性估计（α = 0.82–0.93）和社会有效性水平。由此产生的URP-WR将提供评估数据，帮助教育工作者选择在实际环境中使用的高质量网络资源。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.