Comprehensive evaluation of the use of technology in education – validation with a cohort of global open online learners

Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis...

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Published inEducation and information technologies Vol. 27; no. 7; pp. 9877 - 9911
Main Authors Lai, Jennifer W. M., De Nobile, John, Bower, Matt, Breyer, Yvonne
Format Journal Article
LanguageEnglish
Published New York Springer US 01.08.2022
Springer
Springer Nature B.V
Subjects
Analysis
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Construct Validity
Content Validity
Course Evaluation
COVID-19
Distance Education
Distance learning
Education
Educational Change
Educational Environment
Educational evaluation
Educational innovations
Educational Technology
Electronic Learning
Evaluation Methods
Factor Analysis
Holistic Approach
Influence of Technology
Information services
Information services industry
Information Systems Applications (incl.Internet)
Information Technology
International economic relations
Learning Motivation
Learning Processes
Literature Reviews
Measurement
MOOCs
Online Courses
Online education
Online instruction
Outcomes of Education
Pedagogical Content Knowledge
Program Evaluation
Qualitative Research
Questionnaires
Researchers
School Policy
Student Experience
Technology application
Technology Uses in Education
United States
Usability
User Interfaces and Human Computer Interaction
United States
Interactive learning environment
Confirmatory factor analysis
Evaluation methodologies
Distance education and online learning
Applications in subject areas
MOOCs
Online AccessGet full text

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Abstract Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item “Comprehensive Evaluation of Use of Technology in Education” instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts.
AbstractList Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item "Comprehensive Evaluation of Use of Technology in Education" instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts.Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item "Comprehensive Evaluation of Use of Technology in Education" instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts.
Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of instruments that are designed to comprehensively evaluate the use of technology in education. This paper presents a Confirmatory Factor Analysis (CFA) of an instrument that incorporates eight key dimensions: learning, affective, behavioral, technology, design, pedagogy, presence/community, and institutional environment. These dimensions were derived from rigorous systematic literature review and field specialist validation processes. The model was then refined and empirically confirmed in this study by 1,352 participants undertaking a Coursera open online course. The results of applying the instrument, as well as qualitative feedback from participants, are shared to illustrate its breadth and utility. The final 28 item “Comprehensive Evaluation of Use of Technology in Education” instrument is provided in full to support consistent, holistic and robust evaluation and comparison of technology use across educational contexts.
Audience Academic
Author Bower, Matt
Lai, Jennifer W. M.
De Nobile, John
Breyer, Yvonne
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Issue 7
Keywords Interactive learning environment
Confirmatory factor analysis
Evaluation methodologies
Distance education and online learning
Applications in subject areas
MOOCs
Language English
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Snippet Although a large variety of methodologies, contexts and perspectives have been used to examine educational application of technology, there is a paucity of...
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SubjectTerms Analysis
Computer Appl. in Social and Behavioral Sciences
Computer Science
Computers and Education
Construct Validity
Content Validity
Course Evaluation
COVID-19
Distance Education
Distance learning
Education
Educational Change
Educational Environment
Educational evaluation
Educational innovations
Educational Technology
Electronic Learning
Evaluation Methods
Factor Analysis
Holistic Approach
Influence of Technology
Information services
Information services industry
Information Systems Applications (incl.Internet)
Information Technology
International economic relations
Learning Motivation
Learning Processes
Literature Reviews
Measurement
MOOCs
Online Courses
Online education
Online instruction
Outcomes of Education
Pedagogical Content Knowledge
Program Evaluation
Qualitative Research
Questionnaires
Researchers
School Policy
Student Experience
Technology application
Technology Uses in Education
United States
Usability
User Interfaces and Human Computer Interaction
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Title Comprehensive evaluation of the use of technology in education – validation with a cohort of global open online learners
URI https://link.springer.com/article/10.1007/s10639-022-10986-w
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1347213
https://www.ncbi.nlm.nih.gov/pubmed/35399785
https://www.proquest.com/docview/2708875295
https://www.proquest.com/docview/2649254032
https://pubmed.ncbi.nlm.nih.gov/PMC8984662
Volume 27
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