ERIC Number: EJ1309495
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0892-3647
EISSN: N/A
Available Date: N/A
Development and Validation of the Online Learning Self-Efficacy Scale (OLSS): A Structural Equation Modeling Approach
Sun, Yan; Rogers, Reenay
American Journal of Distance Education, v35 n3 p184-199 2021
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 a ranged between 0.866 and 0.948 indicating high internal consistency reliability for the OLSS.
Descriptors: Test Construction, Test Validity, Electronic Learning, Self Efficacy, Measures (Individuals), Structural Equation Models, Graduate Students, College Faculty, Technological Literacy, Teacher Student Relationship, Peer Relationship, Factor Analysis
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A