Measuring the Value of a Digital Supplemental Resource

Autor/inn/en	Baptiste, Yvonne M.; Abramovich, Samuel; Browne, Cherylea J.
Titel	Measuring the Value of a Digital Supplemental Resource
Quelle	In: Advances in Physiology Education, 45 (2021) 4, S.685-693 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baptiste, Yvonne M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Science Instruction; Instructional Materials; Distance Education; Educational Resources; Student Attitudes; Factor Analysis; Instructional Effectiveness; Construct Validity; Reliability; Material Development; Educational Technology; Physiology; Learning Analytics; Likert Scales; Student Surveys; Medical Education; Health Education; Higher Education + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Distance study; Distance learning; Fernunterricht; Bildungsmittel; Schülerverhalten; Faktorenanalyse; Unterrichtserfolg; Reliabilität; Lehrmaterialentwicklung; Physiologie; Likert-Skala; Schülerbefragung; Medizinische Ausbildung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Supplemental resources in science education are made available to students based on the belief that they will improve course-based student learning. This belief is ubiquitous, with supplemental resources being a traditional component of physiology education. In addition, the recent large-scale transition to remote learning caused by the COVID-19 pandemic suggests an increased relevance and necessity of digital versions of supplemental resources. However, the use of a supplemental resource is entirely dependent on whether students view it as beneficial. If students in a specific course do not perceive a supplemental resource as useful, there is little reason to believe the resources will be used and are worthy of investment. Consequently, measurement of student perception regarding the effectiveness of any digital learning tool is essential for educators and institutions in order to prioritize resources and make meaningful recommendations to students. In this study, a survey was used to determine student perceptions of a digital, supplemental resource. Quantitative methods, including exploratory factor analysis, were performed on data collected from the survey to examine the dimensionality and functionality of this survey. The findings from this study were used to devise an improved, standardized (i.e., reliable and valid) survey that can be used and adapted by physiology researchers and educators to determine student perception of a digital supplemental resource. The survey, with known construct validity and internal reliability, can provide useful information for administrators, instructors, and designers of digital supplemental resources. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01