A literature review of questionnaires for the assessment of online learning with a specific focus on the factors and items employed

Ying Zhou, Xin An, Xiuting Li, Lewei Li, Xue Gong, Yushun Li*, Ching Sing Chai, Jyh Chong Liang, Chin Chung Tsai

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

Studies measuring online learning have adopted different perspectives, resulting in different approaches to their assessment of online learning. However, when we consider the literature from a wider angle, there may be complimentary or contrasting relationships. This study performed content analysis on a total of 44 studies that used questionnaires with good reliability and validity from the database of the Social Science Citation Index. Through encoding the 241 factors and 1,171 items used in the questionnaires, we found relationships among them that could be supported by classical theoretical frameworks or our general knowledge of instruction. The content measured by these questionnaires can be divided into five categories according to Li’s (2001) theory of instructional elements: (1) learning environment, (2) learner, (3) teacher, (4) learning content, and (5) learning interaction. Following the initial analysis, this study used the unified theory of acceptance and use of technology (UTAUT) (Oye et al., 2014) to classify 58 factors that reflect the learning environment. In addition, the combination of Marzano and Kendall’s (2007) new taxonomy of educational objectives and learning outcomes provides useful information for 111 factors used to assess learners.

原文英語
頁(從 - 到)182-204
頁數23
期刊Australasian Journal of Educational Technology
38
發行號1
DOIs
出版狀態已發佈 - 2022
對外發佈

ASJC Scopus subject areas

  • 教育

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