Development and Validation of an Evaluation Toolkit to Appraise eLearning Courses in Higher Education: A Pilot Study

The development and evaluation of eLearning approaches is a global trend in higher education today. This study aimed to develop a companion evaluation toolkit consisting of formative and summative assessment scales to evaluate academics’ experiences in designing, delivering, and evaluating eLearning...

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Bibliographic Details
Published inSustainability Vol. 15; no. 8; p. 6361
Main Authors Ličen, Sabina, Cassar, Maria, Filomeno, Lucia, Yeratziotis, Alexandros, Prosen, Mirko
Format Journal Article
LanguageEnglish
Published Basel MDPI AG 01.04.2023
Subjects
Communication
Communications technology
Constructivism
Design
Digital technology
Distance learning
Education
Education, Higher
Educational evaluation
Evaluation
Factor analysis
Higher education
Likert scale
Methods
Online education
Online instruction
Pandemics
Quality standards
Reliability analysis
Student participation
Sustainability
Teaching
Toolkits
Training
Validity
Europe
Italy
Slovenia
Cyprus
Finland
Malta
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Summary:The development and evaluation of eLearning approaches is a global trend in higher education today. This study aimed to develop a companion evaluation toolkit consisting of formative and summative assessment scales to evaluate academics’ experiences in designing, delivering, and evaluating eLearning. To test the psychometric properties of the companion evaluation toolkit, an instrument validation study was conducted. Items were created, then tested for content and face validity. A confirmatory factor analysis (n = 185 participants) for the summative assessment scale examined the underlying structure of the scale, while reliability was assessed using the Cronbach’s alpha coefficient. The results show that the model examined is consistent with the 3 factors (33 items) explaining a total of 62% of the variance. The results also show a high level of reliability for both the formative and summative scales that comprise the companion evaluation toolkit. The results of this study can be used and welcomed by both teachers and professionals involved in the development and use of learning management systems or in the design, delivery, and evaluation of the eLearning process.
ISSN:2071-1050
2071-1050
DOI:10.3390/su15086361