Characteristics of learning, learning strategies and acceptance of computer-based learning (CBL): construction and structure of factors in a questionnaire

dc.creator	Hahne, Amina Katharina
dc.creator	Krause, Holger
dc.creator	Pfaff, Holger
dc.creator	Herzig, Stefan
dc.date	2005-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:15:14Z
dc.date.available	2015-07-20T22:15:14Z
dc.identifier	1860-7446
dc.identifier	1860-3572
dc.identifier	https://doaj.org/article/cc85890498114613acd051ae1b38efb8
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/17495
dc.description	Medical education faces ever-increasing demands: larger amounts of knowledge have to be taught to larger student numbers in a time- and cost-effective manner. Therefore, new media have gained respect and raised high expectations, due to their obvious advantages. Hence, the aim of this study was to develop a standardised instrument, which allows for valid assessment of parameters relevant for the evaluation of computer-based learning (CBL). The main emphasis was placed on the overall acceptance of CBL as well as on some pertinent characteristics of individual learners. We took this as an example to systematically describe the construction of a questionnaire, focussing on the methodological and scientific aspects of this multi-step process. A first version, which was constructed on theoretical grounds, was analysed and revised using standard pretest conditions (n=18). The second revision was done using a cognitive pretest-technique, called "Think-Aloud" (n=10). After this qualitative evaluation, the questionnaire was offered to a representative sample of n=328 third-year medical students. In this quantitative analysis, 12 valid psychometric scales could be confirmed by factor analysis. Reliability analysis yielded satisfying values (a=0.71-0.91) in 10 cases: 5 scales on learner properties, 2 scales on learning strategies, one scale on the attitude towards CBL and 2 scales on expectations regarding CBL. For 2 scales (a=0.66-0.67), we identified a need for further revision in order to improve accuracy. The described questionnaire provides a valid, quantitative means to assess relevant parameters to evaluate CBL interventions.
dc.publisher	German Medical Science, Düsseldorf
dc.relation	http://www.egms.de/static/en/journals/zma/2005-22/zma000014.shtml
dc.relation	https://doaj.org/toc/1860-7446
dc.relation	https://doaj.org/toc/1860-3572
dc.rights	CC BY-NC-ND
dc.source	GMS Zeitschrift für Medizinische Ausbildung, Vol 22, Iss 1, p Doc14 (2005)
dc.subject	computer-based learning
dc.subject	evaluation
dc.subject	questionnaire
dc.subject	quantitative methods
dc.subject	learner characteristics
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.title	Characteristics of learning, learning strategies and acceptance of computer-based learning (CBL): construction and structure of factors in a questionnaire
dc.type	article