Open Thinking as a Learning Outcome of Open Education: Scale Development and Validation

Autor/inn/en	Jung, Insung; Lee, Jihyun
Titel	Open Thinking as a Learning Outcome of Open Education: Scale Development and Validation
Quelle	In: Distance Education, 43 (2022) 1, S.119-138 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jung, Insung) ORCID (Lee, Jihyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2021.2020620
Schlagwörter	Thinking Skills; Outcomes of Education; Open Education; Test Construction; Test Validity; Open Educational Resources; Factor Analysis + Suchen Sie Ihr Suchwort? Denkfähigkeit; Lernleistung; Schulerfolg; Offene Erziehung; Offener Unterricht; Testaufbau; Testvalidität; Faktorenanalyse
Abstract	The aim of this study was to develop and validate a multidimensional open thinking scale (OTS) in order to measure adult learners' open thinking as a key learning outcome of open educational practices (OEP) through a three-phase process of item generation, theoretical analysis, and psychometric analysis. Exploratory and confirmatory factor analyses of data from 610 students in 24 countries revealed a clear structure consisting of six constructs of open thinking: "openness to multiple perspectives," "openness to new learning," "openness to collaboration," "openness to sharing," "openness to change," and "openness to diversity and inclusion." Known-groups validity tests showed that the more frequently a learner is exposed to OEP, the higher the OTS scores obtained. Results suggest that OTS could contribute to OEP and research by defining and elaborating on the concept of open thinking, exploring its relationship to learners' OEP experiences, and measuring and developing students' open thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01