在线教师满意度测评：护理与助产学教师中波斯语版本的心理测量特性

Online instructor satisfaction measure: Psychometric properties of the Persian version in nursing-midwifery faculty members.

作者信息

Firouzbakht Mojgan, Sharif-Nia Hamid, Jamali Bita, Kazeminavaei Fatemeh

机构信息

Department of Nursing- Midwifery, Comprehensive Health Research Center, Babol Branch, Islamic Azad University, Babol, Iran.

Education Development Center, Mazandaran University of Medical Sciences, Sari, Iran.

出版信息

J Educ Health Promot. 2024 Aug 29;13:307. doi: 10.4103/jehp.jehp_888_23. eCollection 2024.

DOI:10.4103/jehp.jehp_888_23

PMID:39429815

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11488775/

Abstract

BACKGROUND

Faculty satisfaction with online teaching is essential for having effective online courses, and student success. Hence, a standard and suitable measure for the evaluation of satisfaction from online learning is required. This study was conducted to psychometrically evaluate the Persian version of the Online Instructor Satisfaction Measure (OISM) in nursing-midwifery faculty members.

MATERIALS AND METHODS

A cross-sectional methodology study was conducted among Iranian nursing-midwifery faculty members (n = 400) from April to May 2020. After forward-backward translation, the face and content validity were assessed. The construct validity of the questionnaire was evaluated through exploratory and confirmatory factor analyses and its convergent and discriminant validities were evaluated. The reliability of the questionnaire was also evaluated through Cronbach's alpha and McDonald's omega.

RESULTS

Five factors (instructor-student interaction, student-student interaction, affordance, institutional support, and course design/development/teaching interaction) were identified in the exploratory factor analysis ( (241) = 379.43, < .001, /df = 1.574, GFI = 0.888, CFI = 0.939, IFI =.940, TLI =.930, RMSEA (90% C.I.) =.049 [.039.,058]). The questionnaire had acceptable content and convergent validity. The questionnaire had acceptable reliability.

CONCLUSIONS

The findings of the study supported the adequate reliability, factorial, and convergent validities of OISM in a sample of Iranian nursing-midwifery faculty members.

摘要

背景

教师对在线教学的满意度对于开展有效的在线课程以及学生的成功至关重要。因此，需要一种标准且合适的方法来评估在线学习的满意度。本研究旨在对护理 - 助产专业教师的在线教师满意度量表（OISM）波斯语版本进行心理测量学评估。

材料与方法

2020年4月至5月，对伊朗护理 - 助产专业教师（n = 400）进行了一项横断面方法学研究。经过前后翻译后，评估了表面效度和内容效度。通过探索性和验证性因素分析评估了问卷的结构效度，并评估了其收敛效度和区分效度。还通过Cronbach's alpha和McDonald's omega评估了问卷的信度。

结果

在探索性因素分析中确定了五个因素（师生互动、生生互动、可用性、机构支持以及课程设计/开发/教学互动）（χ²(241) = 379.43，p <.001，χ²/df = 1.574，GFI = 0.888，CFI = 0.939，IFI =.940，TLI =.930，RMSEA（90%置信区间） =.049 [.039，.058]）。该问卷具有可接受的内容效度和收敛效度。问卷具有可接受的信度。