Assessing the Reliability of Merging Chickering and Gamsons Seven Principles for Good Practice with Merrills Different Levels of Instructional Strategy DLISt7Report as inadecuate




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Online Learning, v20 n2 p51-74 Jun 2016

Based on Chickering and Gamson's (1987) Seven Principles for Good Practice, this research project attempted to revitalize the principles by merging them with Merrill's (2006) Different Levels of Instructional Strategy. The aim was to develop, validate, and standardize a measurement instrument (DLISt7) using a pretest-posttest Internet quasi-experiment. It was proposed that the instrument could then be used as a rubric either for facilitating the implementation of DLISt7, or as a set of unobtrusive diagnostic indicators for assessing the quality of learning experienced by students in blended and online courses. The study was conducted across five faculties at a regional Australian multi-campus university. The intent was to contribute to knowledge building by leveraging the data that had been collected, analyzed, and reported to generate awareness about the likelihood of scaffolding and scaling, varying levels of instructional strategies for communicating expectations, and relaying information. The idea was to produce a tool that would create more opportunities for more of the principles to be put to good use as an effectiveness multiplier. The findings from the analysis conducted using exploratory and confirmatory factor analysis verified the validity of DLISt7 and demonstrated excellent internal reliability values.

Descriptors: Teaching Methods, Measurement Techniques, Test Construction, Pretests Posttests, Quasiexperimental Design, Blended Learning, Online Courses, Educational Technology, Factor Analysis, Test Validity, Test Reliability, Questionnaires, Foreign Countries, College Students, Comparative Analysis, Technology Uses in Education

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Author: Jabar, Syaril Izwann; Albion, Peter R.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=311&id=EJ1105908







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