Comprehensive Evaluation of the Use of Technology in Education -- Validation with a Cohort of Global Open Online Learners

Autor/inn/en	Lai, Jennifer W. M.; De Nobile, John; Bower, Matt; Breyer, Yvonne
Titel	Comprehensive Evaluation of the Use of Technology in Education -- Validation with a Cohort of Global Open Online Learners
Quelle	In: Education and Information Technologies, 27 (2022) 7, S.9877-9911 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lai, Jennifer W. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-10986-w
Schlagwörter	Program Evaluation; Technology Uses in Education; MOOCs; Factor Analysis; Measurement; Models; Usability; Evaluation Methods + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Faktorenanalyse; Messverfahren; Analogiemodell
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01