Development of an Instrument for Measuring Learner-Teacher Transactional Distance

Autor/inn/en	Giossos, Yiannis; Koutsouba, Maria; Mavroidis, Ilias
Titel	Development of an Instrument for Measuring Learner-Teacher Transactional Distance
Quelle	In: American Journal of Distance Education, 30 (2016) 2, S.98-108 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2016.1156374
Schlagwörter	Teacher Student Relationship; Social Distance; Measures (Individuals); Psychometrics; Test Reliability; Test Validity; Beliefs; Teacher Behavior; Questionnaires; Graduate Students; Factor Analysis; Goodness of Fit; Gender Differences; Affective Behavior; Aptitude Treatment Interaction; Emotional Intelligence; Familiarity; Test Construction; Student Surveys; Foreign Countries; Multivariate Analysis; Greece + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Messdaten; Psychometry; Psychometrie; Testreliabilität; Testvalidität; Belief; Glaube; Teacher behaviour; Lehrerverhalten; Fragebogen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Faktorenanalyse; Geschlechterkonflikt; Affective disturbance; Active behaviour; Affektive Störung; Emotionale Intelligenz; Testaufbau; Schülerbefragung; Ausland; Multivariate Analyse; Griechenland
Abstract	An instrument was developed to assess the perceived learner-teacher transactional distance in the context of the Hellenic Open University and to provide psychometric evidence of reliability and validity of the interpretation of the scores derived from the scale. First, an elicitation study gathered information on students' beliefs and feelings about their teachers' behavior. Two dimensions of learner-teacher transactional distance, namely, co-understanding and awareness, were revealed. Then, an item pool was developed and the preliminary questionnaires (one for each dimension) were field tested on 60 postgraduate students who commented on their clarity. Reliability and validity were then tested using exploratory and confirmatory factor analysis with two samples of 220 and 201 postgraduate students. The confirmatory factor analysis results indicated good model fit for the dimensions of co-understanding and awareness. Univariate "F" tests showed no significant difference between males and females for (a) co-understanding of cognitive skills and aptitudes, (b) co-understanding of emotional state, (c) awareness of cognitive skills and aptitudes, and (d) awareness of emotional state. A final questionnaire included ten items for the co-understanding dimension and fifteen items for the awareness dimension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01