Development and Validation of the Online Learning Process Questionnaire (OLPQ) at Home for Primary-School Children and Their Caregivers

Autor/inn/en	Lam, Joseph Hin Yan; Tong, Shelley Xiuli
Titel	Development and Validation of the Online Learning Process Questionnaire (OLPQ) at Home for Primary-School Children and Their Caregivers
Quelle	In: Learning Environments Research, 26 (2023) 2, S.515-538 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-022-09443-9
Schlagwörter	Questionnaires; Test Construction; Test Validity; Electronic Learning; Learning Processes; Home Study; Elementary School Students; Caregivers; Foreign Countries; Factor Analysis; Educational Objectives; Educational Environment; Time Management; Learning Activities; Academic Persistence; Teacher Student Relationship; Feedback (Response); Test Reliability; Hong Kong + Suchen Sie Ihr Suchwort? Fragebogen; Testaufbau; Testvalidität; Learning process; Lernprozess; Caregiver; Carer; Betreuungsperson; Pfleger; Ausland; Faktorenanalyse; Educational objective; Bildungsziel; Erziehungsziel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Zeitmanagement; Lernaktivität; Teacher student relationships; Lehrer-Schüler-Beziehung; Testreliabilität; Hongkong
Abstract	Despite the increasing use of virtual modalities in schools since the COVID-19 pandemic, no systematic tools exist to evaluate the process of online learning. We developed and validated an Online Learning Process Questionnaire (OLPQ) for assessing online at-home learning among 219 Hong Kong primary-school students and 474 caregivers. Exploratory and confirmatory factor analyses of caregivers' data classified the 58-item OLPQ into 11 subscales: (1) learning aims, (2) environmental structuring, (3) learning environment, (4) time management, (5) engagement in learning activities, (6) persistence, (7) interaction between teachers and students, (8) interaction among students, (9) feedback from the interface, (10) application of learning, and (11) meaning of learning under three learning phases. Confirmatory factor analysis of students' data further categorized the 11-subscale framework into three learning phases: preparatory, performance, and transfer. The OLPQ demonstrated excellent reliability and discriminant validity across caregiver (Cronbach's alpha = 0.98) and student samples (alpha = 0.98). These findings indicate that the OLPQ is a valid and reliable instrument for assessing the online at-home learning process among both students and their caregivers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01