Assessment of the Psychometric Properties of E-learning Instructional Design Quality

With the ever-growing adoption of E-learning as an alternative mode for instructional delivery, and indeed as part of the strategic plan by higher learning institutions to foster open and distance learning, the development of empirically tested guidelines to evaluate E-learning instructional quality...

Full description

Bibliographic Details
Main Authors:	kishabale, bashir, Syed Hassan, Sharifah Sariah
Format:	Article
Language:	English
Published:	University of Eldoret, Kenya 2018
Subjects:	HA Statistics
Online Access:	http://irep.iium.edu.my/69334/ http://irep.iium.edu.my/69334/ http://irep.iium.edu.my/69334/1/bashir2.pdf

id	iium-69334
recordtype	eprints
spelling	iium-693342019-01-08T14:44:20Z http://irep.iium.edu.my/69334/ Assessment of the Psychometric Properties of E-learning Instructional Design Quality kishabale, bashir Syed Hassan, Sharifah Sariah HA Statistics With the ever-growing adoption of E-learning as an alternative mode for instructional delivery, and indeed as part of the strategic plan by higher learning institutions to foster open and distance learning, the development of empirically tested guidelines to evaluate E-learning instructional quality is timely. The purpose of the study was three-fold, that is to, explore the underlying structure of the E-learning instructional design quality construct, test the adequacy of its psychometric properties in terms of common method bias, reliability, convergent and discriminant validity, and cross validate the consistency of the measurement model across samples. The quantitative data was collected from a stratified random sample of 837 students undertaking CISCO E-learning courses at ten different institutions of higher learning in Uganda. A 38-item self-reported questionnaire to measure E-learners’ perceptions on E-learning instructional design quality served as the research instrument. The collected data were analysed using Exploratory Factor Analysis and Confirmatory Factor Analysis, with SPSS version 20.0 and AMOS version 22.0 softwares. The study results revealed that E-learning instructional design quality is a multidimensional construct with the sub dimensions of content quality, interface design quality, instructional strategies, content interactivity and E-learning feedback. Moreover, the measurement model was found to be free from common method bias and demonstrated adequacy in its validity and reliability. However, the results of cross validation indicated that the measurement model was not consistent across the three samples as shown by the variations in the model fit indices. The results are valuable to enable E-learning stakeholders to take strategic and evidence-based decisions regarding the integration of E-learning interventions for quality learning outcomes and enhanced future research in the domain of E-learning instructional design quality. Specifically, this study has successfully validated an E-learning instructional design quality questionnaire that educationists can use in evaluating E-learning courses regarding instructional design soundness. University of Eldoret, Kenya 2018-12 Article PeerReviewed application/pdf en http://irep.iium.edu.my/69334/1/bashir2.pdf kishabale, bashir and Syed Hassan, Sharifah Sariah (2018) Assessment of the Psychometric Properties of E-learning Instructional Design Quality. African Journal of Education, Science and Technology,. pp. 21-37. ISSN 2309- 9240 http://www.ajest.info/index.php/ajest
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	HA Statistics
spellingShingle	HA Statistics kishabale, bashir Syed Hassan, Sharifah Sariah Assessment of the Psychometric Properties of E-learning Instructional Design Quality
description	With the ever-growing adoption of E-learning as an alternative mode for instructional delivery, and indeed as part of the strategic plan by higher learning institutions to foster open and distance learning, the development of empirically tested guidelines to evaluate E-learning instructional quality is timely. The purpose of the study was three-fold, that is to, explore the underlying structure of the E-learning instructional design quality construct, test the adequacy of its psychometric properties in terms of common method bias, reliability, convergent and discriminant validity, and cross validate the consistency of the measurement model across samples. The quantitative data was collected from a stratified random sample of 837 students undertaking CISCO E-learning courses at ten different institutions of higher learning in Uganda. A 38-item self-reported questionnaire to measure E-learners’ perceptions on E-learning instructional design quality served as the research instrument. The collected data were analysed using Exploratory Factor Analysis and Confirmatory Factor Analysis, with SPSS version 20.0 and AMOS version 22.0 softwares. The study results revealed that E-learning instructional design quality is a multidimensional construct with the sub dimensions of content quality, interface design quality, instructional strategies, content interactivity and E-learning feedback. Moreover, the measurement model was found to be free from common method bias and demonstrated adequacy in its validity and reliability. However, the results of cross validation indicated that the measurement model was not consistent across the three samples as shown by the variations in the model fit indices. The results are valuable to enable E-learning stakeholders to take strategic and evidence-based decisions regarding the integration of E-learning interventions for quality learning outcomes and enhanced future research in the domain of E-learning instructional design quality. Specifically, this study has successfully validated an E-learning instructional design quality questionnaire that educationists can use in evaluating E-learning courses regarding instructional design soundness.
format	Article
author	kishabale, bashir Syed Hassan, Sharifah Sariah
author_facet	kishabale, bashir Syed Hassan, Sharifah Sariah
author_sort	kishabale, bashir
title	Assessment of the Psychometric Properties of E-learning Instructional Design Quality
title_short	Assessment of the Psychometric Properties of E-learning Instructional Design Quality
title_full	Assessment of the Psychometric Properties of E-learning Instructional Design Quality
title_fullStr	Assessment of the Psychometric Properties of E-learning Instructional Design Quality
title_full_unstemmed	Assessment of the Psychometric Properties of E-learning Instructional Design Quality
title_sort	assessment of the psychometric properties of e-learning instructional design quality
publisher	University of Eldoret, Kenya
publishDate	2018
url	http://irep.iium.edu.my/69334/ http://irep.iium.edu.my/69334/ http://irep.iium.edu.my/69334/1/bashir2.pdf
first_indexed	2023-09-18T21:38:26Z
last_indexed	2023-09-18T21:38:26Z
_version_	1777412977511628800

Assessment of the Psychometric Properties of E-learning Instructional Design Quality

Similar Items