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Development and Validation of a Students' Remote Learning Attitude Scale (RLAS) in Higher Education

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Title: Development and Validation of a Students' Remote Learning Attitude Scale (RLAS) in Higher Education
Language: English
Authors: Tzafilkou, Katerina (ORCID 0000-0003-4092-6492), Perifanou, Maria, Economides, Anastasios A.
Source: Education and Information Technologies. Nov 2021 26(6):7279-7305.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 27
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, College Students, Attitude Measures, Distance Education, Test Construction, Test Validity, Emergency Programs, COVID-19, Pandemics, Foreign Countries, Higher Education
Geographic Terms: Greece
DOI: 10.1007/s10639-021-10586-0
ISSN: 1360-2357
Abstract: Considering the distinct particularities of emergency remote education (ERE) and the urgent need for new or adjusted measurement models, this study develops and validates a multidimensional instrument to measure students' attitude towards ERE. The Remote Learning Attitude Scale (RLAS) was explored and validated on a sample of 142 students participating in fully remote teaching and learning university programmes during the COVID-19 crisis, in Greece. The exploratory factor analysis clearly revealed five dimensions, and the model was evaluated through PLS-SEM confirmatory factor analysis. The study also found that the students' field of study and prior experience in distance learning cause differentiations in RLAS dimensions, while gender and age make no statistical differences. Results indicate that RLAS is a practical and effective tool for evaluating the university students' attitude towards remote as opposed to traditional teaching and learning.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1316538
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="AR" term="%22Tzafilkou%2C+Katerina%22">Tzafilkou, Katerina</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4092-6492">0000-0003-4092-6492</externalLink>)<br /><searchLink fieldCode="AR" term="%22Perifanou%2C+Maria%22">Perifanou, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Economides%2C+Anastasios+A%2E%22">Economides, Anastasios A.</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 10.1007/s10639-021-10586-0
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  Data: Considering the distinct particularities of emergency remote education (ERE) and the urgent need for new or adjusted measurement models, this study develops and validates a multidimensional instrument to measure students' attitude towards ERE. The Remote Learning Attitude Scale (RLAS) was explored and validated on a sample of 142 students participating in fully remote teaching and learning university programmes during the COVID-19 crisis, in Greece. The exploratory factor analysis clearly revealed five dimensions, and the model was evaluated through PLS-SEM confirmatory factor analysis. The study also found that the students' field of study and prior experience in distance learning cause differentiations in RLAS dimensions, while gender and age make no statistical differences. Results indicate that RLAS is a practical and effective tool for evaluating the university students' attitude towards remote as opposed to traditional teaching and learning.
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      – SubjectFull: Greece
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