在线外语教育中的教学存在的因子结构,测量不变性和名学网络
1Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong, Shatin, Hong Kong.
Psychological reports
|November 20, 2024
概括
一个新的尺度衡量在线外语 (FL) 教育中的教学存在,评估设计,话语,教学,反和技术支持. 这个工具有助于评估在线FL学习质量.
科学领域:
- 教育技术的教育技术
- 外国语言教育 外国语言教育
- 在线学习教学教学在线学习教学
背景情况:
- 在线学习在外语 (FL) 教育中很普遍.
- 在评估在线飞行指导质量的心理测量工具中存在差距.
- 教学在调查共同体 (CoI) 框架中的存在对于成功的在线学习至关重要.
研究的目的:
- 探索在线学习中文作为外语 (CFL) 的教学存在的因子结构和测量不变性.
- 开发和验证一个从学习者的角度评估教学存在的尺度.
- 为在线FL环境建立教学存在量表的心理测量属性.
主要方法:
- 探索性和确认性因子分析 (EFA和CFA) 用于确定因子结构.
- 数据来自564名大学级在线CFL学习者的数据.
- 多组CFA评估了人口统计学变量 (性别,年龄,以前的在线经验) 的测量不变性.
主要成果:
- 确定了一个强大的教学存在的五个因素结构:设计和组织,促进话语,直接指导,评估和反,以及技术支持.
- 该尺度通过与在线交互类型的正相关性证明了内部一致性,收有效性和名学有效性.
- 通过性别,年龄和之前的在线体验,严格的测量不变性得到证实.
结论:
- 这些发现证实了在线FL教育中的教学存在构造,突出了它在交互式学习中的作用.
- 开发的27项教学参与度表是评估在线FL教学质量的可靠工具.
- 这种尺度使教育工作者和从业人员能够通过评估教学存在来增强在线FL学习体验.
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