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Development of the online course learning adjustment scale for undergraduate
1School of Humanities and Social Science, Xi'an Jiaotong University, Xi'an, China. xfusen@126.com.
Objective:
Online learning differs substantially from traditional classroom learning in terms of instructional supervision, interaction, environmental distraction, and demands for self-regulation. However, instruments specifically designed to assess undergraduates' adjustment to online course learning remain limited. This study aimed to develop and validate the Online Course Learning Adjustment Scale for Undergraduates.
Methods:
An initial pool of 29 items was generated through a literature review, semi-structured interviews with 20 undergraduates, and evaluations by experts and graduate students in psychology and education. The initial questionnaire was administered to 217 undergraduates for item analysis and exploratory factor analysis. An independent sample of 532 undergraduates was then used for confirmatory factor analysis, criterion-related validity analysis, and reliability testing.
Results:
Item analysis indicated that all initial items had adequate discriminatory power. Exploratory factor analysis resulted in a 22-item scale comprising four factors: online learning ability, online learning behavior, online learning attention, and online learning attitude. The four factors explained 57.83% of the total variance. Confirmatory factor analysis showed that the four-factor model provided a good fit to the data and performed better than the alternative three-factor model (χ²/df = 2.288, RMSEA = 0.049, CFI = 0.948, TLI = 0.941, and SRMR = 0.047). The total scale demonstrated good internal consistency reliability (Cronbach's α = 0.894) and split-half reliability (0.763). The total score and four subscale scores were positively correlated with academic performance (r = 0.157-0.378, all p < 0.01), supporting criterion-related validity.
Conclusion:
The Online Course Learning Adjustment Scale for Undergraduates demonstrates satisfactory factorial validity, criterion-related validity, and reliability. It may serve as a useful instrument for assessing undergraduates' adjustment to online course learning and identifying areas in which students require additional educational support.
