Online instructor satisfaction measure: Psychometric properties of the Persian version in nursing-midwifery faculty members.

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Education and Health Promotion Pub Date : 2024-08-29 eCollection Date: 2024-01-01 DOI:10.4103/jehp.jehp_888_23
Mojgan Firouzbakht, Hamid Sharif-Nia, Bita Jamali, Fatemeh Kazeminavaei
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Abstract

Background: Faculty satisfaction with online teaching is essential for having effective online courses, and student success. Hence, a standard and suitable measure for the evaluation of satisfaction from online learning is required. This study was conducted to psychometrically evaluate the Persian version of the Online Instructor Satisfaction Measure (OISM) in nursing-midwifery faculty members.

Materials and methods: A cross-sectional methodology study was conducted among Iranian nursing-midwifery faculty members (n = 400) from April to May 2020. After forward-backward translation, the face and content validity were assessed. The construct validity of the questionnaire was evaluated through exploratory and confirmatory factor analyses and its convergent and discriminant validities were evaluated. The reliability of the questionnaire was also evaluated through Cronbach's alpha and McDonald's omega.

Results: Five factors (instructor-student interaction, student-student interaction, affordance, institutional support, and course design/development/teaching interaction) were identified in the exploratory factor analysis (χ 2 (241) = 379.43, P < .001, χ 2/df = 1.574, GFI = 0.888, CFI = 0.939, IFI =.940, TLI =.930, RMSEA (90% C.I.) =.049 [.039.,058]). The questionnaire had acceptable content and convergent validity. The questionnaire had acceptable reliability.

Conclusions: The findings of the study supported the adequate reliability, factorial, and convergent validities of OISM in a sample of Iranian nursing-midwifery faculty members.

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在线教员满意度测量:波斯语版本在护理-助产专业教师中的心理测量特性。
背景:教师对在线教学的满意度对在线课程的有效性和学生的成功至关重要。因此,需要一种标准而合适的方法来评估在线学习的满意度。本研究对波斯语版的在线教师满意度测量(OISM)进行了心理计量学评估:2020 年 4 月至 5 月,对伊朗护理助产专业教师(n = 400)进行了横断面方法研究。经过前后向翻译后,对问卷的面效度和内容效度进行了评估。通过探索性和确认性因子分析评估了问卷的构建效度,并评估了其收敛效度和区分效度。此外,还通过 Cronbach's alpha 和 McDonald's omega 评估了问卷的信度:探索性因子分析确定了五个因子(教师-学生互动、学生-学生互动、可负担性、机构支持和课程设计/开发/教学互动)(χ 2 (241) = 379.43, P < .001, χ 2/df = 1.574, GFI = 0.888, CFI = 0.939, IFI =.940, TLI =.930, RMSEA (90% C.I.) =.049 [.039.,058])。问卷的内容效度和收敛效度均可接受。问卷的信度可以接受:研究结果表明,OISM 在伊朗护理和助产专业教师样本中具有充分的信度、因子效度和收敛效度。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
21.40%
发文量
218
审稿时长
34 weeks
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