ABSTRACT

This study reports the development and validation of the Online Learning Self-efficacy Scale (OLSS) for online students. The original 73 OLSS items, developed through a comprehensive review of literature and a content and validity review process by a panel of education graduate students and faculty members, were sent out through a survey to the online students in a university in the southern region of the United States. The data from 366 online students who responded to the survey were analyzed using exploratory and confirmatory factory analyses with a structural equation modeling approach. The final validated OLSS consists of 31 items loading on four factors: Technology use self-efficacy (TU); Online learning task self-efficacy (OLT), Instructor and peer interaction and communication self-efficacy (IPIC), and Self-regulation and motivation efficacy (SRM). Cronbach’s α ranged between 0.866 and 0.948 indicating high internal consistency reliability for the OLSS.

摘要

本研究报告了在线学生在线学习自我效能感量表 (OLSS) 的开发和验证。最初的 73 个 OLSS 项目是由教育研究生和教职员工组成的小组通过对文献的全面审查以及内容和有效性审查过程开发的，通过调查发送给南方地区一所大学的在线学生。美国。使用探索性和验证性工厂分析和结构方程建模方法对来自 366 名回答调查的在线学生的数据进行了分析。最终验证的 OLSS 由 31 个项目组成，加载四个因素：技术使用自我效能 (TU)；在线学习任务自我效能感（OLT）、教师与同伴互动与交流自我效能感（IPIC）、自我调节和激励效能（SRM）。Cronbach's α 介于 0.866 和 0.948 之间，表明 OLSS 具有较高的内部一致性可靠性。