1- Assistant Professor, Department of Education, Payame Noor University(PNU), Tehran, Iran. , skh1361@pnu.ac.ir
2- Assistant Professor, Department of Education, Payame Noor University(PNU), Tehran, Iran.
2- Assistant Professor, Department of Education, Payame Noor University(PNU), Tehran, Iran.
Abstract: (150 Views)
Objective: Given the absence of standardized tools for assessing online teaching literacy, this study aimed to validate an Online Teaching Literacy Questionnaire (OTLQ) designed for online educators. The primary objective was to examine the reliability and validity of the OTLQ as an instrument to measure online teaching literacy among online professors.
Methods: This descriptive-survey and evaluative research followed an instrument-development approach. The study sample consisted of 345 online professors, selected through random sampling. Participants completed the Online Teaching Literacy Questionnaire. The instrument’s validity was evaluated through content validity, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability was assessed using Cronbach’s alpha and test–retest methods.
Results: Findings from factor analysis indicated that the factor structure demonstrated an acceptable fit with the data, and all goodness-of-fit indices supported the proposed model. Reliability analyses revealed Cronbach’s alpha and test–retest coefficients above 0.70, indicating strong internal and external consistency.
Conclusions: The results confirm that the Online Teaching Literacy Questionnaire possesses satisfactory psychometric properties. It can therefore be considered a valid and reliable instrument for measuring online teaching literacy among online educators.
Methods: This descriptive-survey and evaluative research followed an instrument-development approach. The study sample consisted of 345 online professors, selected through random sampling. Participants completed the Online Teaching Literacy Questionnaire. The instrument’s validity was evaluated through content validity, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Reliability was assessed using Cronbach’s alpha and test–retest methods.
Results: Findings from factor analysis indicated that the factor structure demonstrated an acceptable fit with the data, and all goodness-of-fit indices supported the proposed model. Reliability analyses revealed Cronbach’s alpha and test–retest coefficients above 0.70, indicating strong internal and external consistency.
Conclusions: The results confirm that the Online Teaching Literacy Questionnaire possesses satisfactory psychometric properties. It can therefore be considered a valid and reliable instrument for measuring online teaching literacy among online educators.
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