Alqahtani Turki Mesfer, Yusop Farrah Dina, Halili Siti Hajar
Department of Curriculum and Instructional Technology, Faculty of Education, Universiti Malaya, 50603 Kuala Lumpur, Malaysia.
Department of Instructional Technology, Faculty of Education, Jazan University, Jazan, Saudi Arabia.
Humanit Soc Sci Commun. 2023;10(1):268. doi: 10.1057/s41599-023-01754-3. Epub 2023 May 30.
During the COVID-19 pandemic, the flipped classroom (FC) approach has been a prominent teaching and learning strategy. Despite its popularity, few studies have been undertaken to effectively measure student learning experiences in an FC learning environment. The purpose of this study is to assess the content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale, which is used to measure student learning experiences in a flipped classroom (FC) in the Saudi Arabian higher education environment. The content validity of the eight-dimension scale was examined using the three-tier methodology, including the content validity ratio (CVR) technique, based on the evaluations of selected experts in the field and factor analysis methodology. The results showed that 31 of the 32 items were accepted, with only one item being denied. The findings suggested that this instrument has a strong potential for usage as a valid scale to evaluate the quality of FC teaching and learning among higher education students.
在新冠疫情期间，翻转课堂（FC）教学法一直是一种突出的教学策略。尽管它很受欢迎，但很少有研究致力于有效衡量学生在翻转课堂学习环境中的学习体验。本研究的目的是评估高等教育环境中建构主义学习（CLHES）量表的内容效度，该量表用于衡量沙特阿拉伯高等教育环境中翻转课堂（FC）里学生的学习体验。基于该领域选定专家的评估和因子分析方法，采用包括内容效度比（CVR）技术在内的三层方法，对这个八维度量表的内容效度进行了检验。结果显示，32个项目中的31个被接受，只有1个项目被否决。研究结果表明，该工具作为一种有效量表，在评估高等教育学生的翻转课堂教学与学习质量方面具有很大的应用潜力。
