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ERIC Number: EJ1260360
Record Type: Journal
Publication Date: 2020-Jun
Pages: 17
Abstractor: As Provided
ISSN: ISSN-2472-5749
Development and Validation of the Online Teaching Effectiveness Scale
Reyes-Fournier, Elizabeth; Cumella, Edward J.; Blackman, Gabrielle; March, Michelle; Pedersen, Jennifer
Online Learning, v24 n2 p111-127 Jun 2020
The currently available measures of online teaching effectiveness (OTE) have several flaws, including a lack of psychometric rigor, high costs, and reliance on the construct of traditional onthe-ground teaching effectiveness as opposed to the unique features of OTE (Blackman, Pedersen, March, Reyes-Fournier, & Cumella, 2019). Therefore, the present research sought to establish a psychometrically sound framework for OTE and develop and validate a measure based on this clearly-defined construct. The authors developed pilot questions for the new measure based on a comprehensive review of the OTE literature and their many years of experience as online instructors. Students enrolled in exclusively online coursework and programs at Purdue University Global (N = 213) completed the survey, rating the effectiveness of their instructors. Exploratory Factor Analysis produced four clear OTE factors: Presence, Expertise, Engagement, and Facilitation. The resulting measure demonstrated good internal consistency and high correlations with an established OTE measure; good test-retest reliability; and predictive validity in relation to student achievement. Confirmatory Factor Analysis revealed a good fit of the data and yielded a final 12-item OTE measure. Further refinement and validation of the measure are recommended, particularly with students in other universities, and future research options are discussed.
Online Learning Consortium, Inc. P.O. Box 1238, Newburyport, MA 01950. Tel: 888-898-6209; Fax: 888-898-6209; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A