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Satisfaction with asynchronous e-learning: An exploratory factor analysis of the Learner Satisfaction with
Peter M Sinclair1, Ashly Kable2, Christopher J Oldmeadow3
1Faculty of Health, University of Technology Sydney, Ultimo, NSW 2007, Australia.
Nurse Education in Practice
|February 9, 2024
Summary
A new instrument, the Learner Satisfaction with Asynchronous e-Learning (LSAeL), was developed and psychometrically tested for asynchronous e-learning satisfaction. The LSAeL instrument demonstrates acceptable construct validity, with further testing recommended.
Area of Science:
- Educational Technology
- Psychometrics
- Online Learning
Background:
- Existing e-learning satisfaction tools may not capture nuances of asynchronous learning.
- Need for a validated instrument to measure learner satisfaction in asynchronous e-learning environments.
Purpose of the Study:
- To develop and psychometrically test the Learner Satisfaction with Asynchronous e-Learning (LSAeL) instrument.
- To evaluate the content, face, and construct validity of the LSAeL instrument.
Main Methods:
- Methodological study involving a two-stage validation process.
- Expert panel review for content and face validity, using content validity index and modified kappa coefficient.
- Exploratory factor analysis (EFA) on data from 237 nursing students to determine construct validity.
Main Results:
- Exploratory factor analysis identified a seven-factor solution with 30 items as the best fit.
- The seven-factor solution explained 86.1% of the total variance.
- The LSAeL instrument demonstrated acceptable construct validity.
Conclusions:
- The LSAeL instrument is a psychometrically sound tool for measuring learner satisfaction in asynchronous e-learning.
- Instrument development is iterative, requiring further validation across diverse cohorts and settings.
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