Rehman College Of Dentistry, Peshawar, Pakistan.
Riphah International University, Islamabad, Pakistan.
BMC Med Educ. 2023 May 31;23(1):395. doi: 10.1186/s12909-023-04381-3.
There are multiple instruments to measure different learning environments but no valid and reliable instrument is present for measuring the micro-learning environment. This study aimed to develop and validate an instrument to measure the micro-learning environment of students. Measuring the micro-learning environment can give insight into the real-life experiences of students and enlighten us about the disparity between taught, delivered, and learned curricula.
Multi-institutional Mixed methods study design with consecutive qualitative and, quantitative components was used based on information processing theory. Literature review, results of semi-structured interviews, and focus group discussion were combined to develop a questionnaire. Content and response process validity were established followed by pilot testing, reliability calculation, and exploratory and confirmatory factor analysis.
A forty-nine-item preliminary draft instrument was reduced to a total of twenty-four items final instrument having five themes regarding teaching practices, learners support, competence in teaching, progressive faculty, and teaching environment. The values of SCVI/Ave and S-CVI/UA were calculated to be 0.92 and 0.62 respectively. Reliability was calculated to be 0.94. Fit indices values were within the normal range.
The instrument for measuring the micro-learning environment has excellent content, construct, response process validity, and reliability.
有多种工具可以测量不同的学习环境，但目前还没有用于测量微观学习环境的有效且可靠的工具。本研究旨在开发和验证一种测量学生微观学习环境的工具。测量微观学习环境可以深入了解学生的真实体验，并使我们了解所教授、提供和学习的课程之间的差距。
采用基于信息处理理论的多机构混合方法研究设计，包括连续的定性和定量部分。文献回顾、半结构化访谈结果和焦点小组讨论相结合，开发出一份问卷。内容和反应过程有效性得到确立，随后进行了预测试、可靠性计算、探索性和验证性因子分析。
一个包含 49 个项目的初步草案工具被简化为一个总共 24 个项目的最终工具，该工具包含五个主题，分别是教学实践、学习者支持、教学能力、进步的教师和教学环境。SCVI/Ave 和 S-CVI/UA 的值分别计算为 0.92 和 0.62。可靠性计算为 0.94。拟合指数值在正常范围内。
用于测量微观学习环境的工具具有良好的内容、结构、反应过程有效性和可靠性。
