Discussion the studies discussed were undertaken to

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DISCUSSIONThe studies discussed were undertaken to examine the psychometricproperties and factor structure of the Student Evaluation of Online TeachingDownloaded by [Montana State University Bozeman] at 14:39 11 February 2014
42COMPUTERS IN THE SCHOOLSFIGURE 1. Hypothesized Four Factor Model for the Final Twenty ThreeItem SEOTE.Downloaded by [Montana State University Bozeman] at 14:39 11 February 2014
Arthur W. Bangert43Effectiveness (SEOTE). The initial version of the SEOTE scale contained35 items and was used to evaluate the effectiveness of online instructionfor an online statistics and assessment course. However, results from anexploratory factor analysis of SEOTE responses from 489 students enrolledin online courses indicated that 26 of the original 35 items representedfour factors that were determined to best represent the underlying traitsof online teaching effectiveness (Bangert, 2005b). This second validationstudy conducted with 809 online students also identified four SEOTEfactors. However, this analysis retained 23 of the 26 items that were retainedas a result of the first validation study. Three of the five “diverse talentsand ways of learning” items (DTWL 3, 4, and 5) displayed small factorloadings and were not included in the interpretation of the four factorsfor this second validation study. In addition, one item, “The assignmentsfor this course were of appropriate difficulty level,” loaded on the ActiveLearning factor. This item was originally associated with the Time onTask factor when the first exploratory factor analysis was conducted with489 online students (Bangert, 2005) . Results from the confirmatory factoranalysis verified that the four-factor structure consisting of the 23 itemsidentified in the second validation study fit the data well. These resultsindicate that the most current form of the SEOTE represented in Table 3 isbest suited and appropriate for assessing the quality of online instructionaleffectiveness of higher education faculty.One reason offered to explain why four rather than seven factorsemerged from this analysis is that the dimensions of effective teachingoriginally described for face-to-face classroom settings by Chickering andGamson’s framework have different causal relationships when applied toonline learning environments. Contextual influences such as studentcharacteristics, course content, and instructor skills manifest themselvesdifferently in online courses, implying that they will have different rela-tionships to the processes and activities required for quality Internet-basedinstruction.Research in the area of student evaluations of teaching suggests thatteaching is a complex, mulitdimensional trait that is comprised of distinctinstructional acts (Abrami & d’Apollonia, 1991; Feldman, 1997). Thesimilarities in the processes and procedures that define quality teachingcan create difficulties for researchers who attempt to write specific items torepresent categories or factors representing the characteristics of effective

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Term
Fall
Professor
NoProfessor
Tags
Educational Psychology, The Land, Virtual learning environment, Montana State University Bozeman, SEOTE

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