Faculty Online Teaching Effectiveness Scale (FOTES): Instrument development and content validation

IF 1.5 4区社会学 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY Evaluation and Program Planning Pub Date : 2024-08-08 DOI:10.1016/j.evalprogplan.2024.102474

Yea-Jyh Chen , Yvonne M. Smith , Andrea Warner Stidham

{"title":"Faculty Online Teaching Effectiveness Scale (FOTES): Instrument development and content validation","authors":"Yea-Jyh Chen , Yvonne M. Smith , Andrea Warner Stidham","doi":"10.1016/j.evalprogplan.2024.102474","DOIUrl":null,"url":null,"abstract":"<div><p>This study aimed to develop and psychometrically test the Faculty Online Teaching Effectiveness Scale (FOTES) based upon both student and faculty perspectives of online teaching and learning in higher education. Online teaching effectiveness is a crucial component of quality education, but it has not been well-defined conceptually, and few studies have been conducted, using relevant domains, to accurately measure online teaching effectiveness. The impact of online course delivery on teaching effectiveness remains unclear. An exploratory sequential mixed methods design was employed with three phases of instrument development and psychometric testing. The FOTES comprises 50 items in seven domains: teaching philosophy, self-efficacy, relationships, course content, learning activities, teaching practices, and satisfaction. The instrument underwent initial testing, yielding positive expert appraisals with good-excellent psychometrics. All domains of the scale were significantly correlated, except for teaching philosophy. The preliminary results of the FOTES provide the empirical evidence to advance additional psychometric validation. This newly developed instrument has the potential to enhance faculty capacity and skill in self-evaluating their teaching effectiveness in online courses, providing a valid and reliable measure. The resulting instrument is poised to promote outcome evaluation and strengthen teaching and learning processes.</p></div>","PeriodicalId":48046,"journal":{"name":"Evaluation and Program Planning","volume":"106 ","pages":"Article 102474"},"PeriodicalIF":1.5000,"publicationDate":"2024-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Evaluation and Program Planning","FirstCategoryId":"90","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0149718924000764","RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"SOCIAL SCIENCES, INTERDISCIPLINARY","Score":null,"Total":0}

引用次数: 0

Abstract

This study aimed to develop and psychometrically test the Faculty Online Teaching Effectiveness Scale (FOTES) based upon both student and faculty perspectives of online teaching and learning in higher education. Online teaching effectiveness is a crucial component of quality education, but it has not been well-defined conceptually, and few studies have been conducted, using relevant domains, to accurately measure online teaching effectiveness. The impact of online course delivery on teaching effectiveness remains unclear. An exploratory sequential mixed methods design was employed with three phases of instrument development and psychometric testing. The FOTES comprises 50 items in seven domains: teaching philosophy, self-efficacy, relationships, course content, learning activities, teaching practices, and satisfaction. The instrument underwent initial testing, yielding positive expert appraisals with good-excellent psychometrics. All domains of the scale were significantly correlated, except for teaching philosophy. The preliminary results of the FOTES provide the empirical evidence to advance additional psychometric validation. This newly developed instrument has the potential to enhance faculty capacity and skill in self-evaluating their teaching effectiveness in online courses, providing a valid and reliable measure. The resulting instrument is poised to promote outcome evaluation and strengthen teaching and learning processes.

查看原文

微信好友朋友圈 QQ好友复制链接

本刊更多论文

教师在线教学效果量表（FOTES）：工具开发与内容验证。

本研究旨在根据学生和教师对高等教育中在线教学的看法，开发教师在线教学效果量表（FOTES），并对其进行心理测试。在线教学效果是优质教育的重要组成部分，但在概念上还没有明确的定义，很少有研究使用相关领域来准确测量在线教学效果。在线课程教学对教学效果的影响仍不明确。本研究采用了探索性顺序混合方法设计，包括三个阶段的工具开发和心理测试。FOTES 包括七个领域的 50 个项目：教学理念、自我效能、人际关系、课程内容、学习活动、教学实践和满意度。该工具经过初步测试，得到了专家的积极评价，心理测量结果良好-优秀。除教学理念外，量表的所有领域都有明显的相关性。FOTES 的初步结果为进一步的心理测量验证提供了经验证据。这一新开发的工具有可能提高教师自我评估在线课程教学效果的能力和技巧，并提供有效和可靠的测量方法。由此产生的工具有望促进成果评估，加强教学过程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文去求助

来源期刊

Evaluation and Program Planning SOCIAL SCIENCES, INTERDISCIPLINARY-

CiteScore

3.10

自引率

6.20%

发文量

112

期刊介绍： Evaluation and Program Planning is based on the principle that the techniques and methods of evaluation and planning transcend the boundaries of specific fields and that relevant contributions to these areas come from people representing many different positions, intellectual traditions, and interests. In order to further the development of evaluation and planning, we publish articles from the private and public sectors in a wide range of areas: organizational development and behavior, training, planning, human resource development, health and mental, social services, mental retardation, corrections, substance abuse, and education.