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ERIC Number: EJ1046487
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 42
ISBN: N/A
ISSN: ISSN-0892-3647
Validation of Virtual Learning Team Competencies for Individual Students in a Distance Education Setting
Topchyan, Ruzanna; Zhang, Jie
American Journal of Distance Education, v28 n4 p264-279 2014
The purpose of this study was twofold. First, the study aimed to validate the scale of the Virtual Team Competency Inventory in distance education, which had initially been designed for a corporate setting. Second, the methodological advantages of Exploratory Structural Equation Modeling (ESEM) framework over Confirmatory Factor Analysis (CFA) framework were empirically compared and discussed. A total of 1,355 distance education students participated in the survey designed to elicit their perceptions of their own competencies for working on virtual teams. The study validated the results from prior research that an eleven-factor structure solution for the competency construct achieved the most satisfactory fit. Methodologically, it also demonstrated that ESEM yielded a clearer factor structure and optimal model-fitting indices than CFA in a construct validation study.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A