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Scale for Assessing University Digital Educational Environment (AUDEE Scale): validation database

dataset
posted on 28.06.2021, 10:27 authored by Marina SorokovaMarina Sorokova, Maria OdintsovaMaria Odintsova, Nataly RadchikovaNataly Radchikova
The dataset for the development and validation of Scale for assessing university digital educational environment (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova) is presented (N = 406). AUDEE Scale has six subscales: “DEE Learning Process Satisfaction”, “DEE Communication Satisfaction and Learning Motivation”, “DEE Stress Tension”, “Need for Support in the DEE Learning Activities”, “DEE Dishonest Strategies Prevalence”, and “DEE Accessibility” as well as the total score indicating the degree of positive attitude towards the digital educational environment. Full text of AUDEE Scale questionnaire in Russian and in English is available along with the dataset

Funding

The reported study was funded by the Moscow State University of Psychology and Education (MSUPE) in the framework of the research project “Digital Technologies in Higher Education: Development of Technology for Individualizing Education Using E-Courses”

History

Research questions / Hypotheses

RQ1. Is AUDEE scale reliable and valid instrument to measure the degree of positive attitude towards the digital educational environment? RQ2. What are the norms for each AUDEE Scale subscale and total score?

Participants / Sample description

406 students of Moscow State University of Psychology and Education (MSUPE) took part in the investigation (90,1% female). The average age was 28,7±9,6 years (median = 24 years) varying from 19 to 72 years.

Apparatus and materials

To measure the attitudes towards DEE a Scale for Assessing University Digital Educational Environment was used (AUDEE Scale by M. Sorokova, M. Odintsova, and N. Radchikova). To check the external (construct) validity, five questionnaires were used. Study-related experiences were measured by Activity-Related Experiences Assessment technique (AREA) developed by D. Leontiev and his colleagues. Academic motivation was evaluated by “Academic Motivation Scales” Questionnaire (by T. Gordeeva, O. Sychev, and E. Osin). Students’ adaptability was accessed by a questionnaire developed by T. Dubovitskaya and A. Krylova. Moral behavior was evaluated with the help of Moral Disengagement Questionnaire (MD-24) adapted by Y. Ledovaya and her colleagues. Subjective wellbeing was measured by the Personal Wellbeing Index for adults (PWI-A) developed by International Wellbeing Group and adapted in Russian by E. Osin and D. Leontiev.

Data collection procedure

The database was collected in September - December 2020 at the Moscow State University of Psychology and Education (MSUPE). The respondents are undergraduate and graduate students, including 7 teachers of MSUPE who completed electronic courses in mathematical methods in psychology. The LMS Moodle was used. Synchronous sessions were conducted online. Only after passing all tests and case assignments and receiving the final scores for the e-course students were accessed to fill out the AUDEE Scale and also 5 questionnaires through the same Google form

Statistical methods

1. Exploratory Factor Analysis (EFA) with Principal Component Extraction method and Varimax Rotation 2. Confirmatory Factor Analysis (CFA) 3. Cronbach's alpha coefficient 4. Guttman's alpha coefficient 5. Pearson correlation coefficient 6. Descriptive statistics

Results

1. AUDEE Scale has 38 items (questions) and six subscales: DEE Learning Process Satisfaction, DEE Communication Satisfaction and Learning Motivation, DEE Stress Tension, Need for Support in the DEE Learning Activities, DEE Dishonest Strategies Prevalence, and DEE Accessibility as well as the total score indicating the degree of positive attitude towards the digital educational environment. 2. The results of the confirmatory factor analysis confirm six subscales model (IFI = 0.87; 2 / df = 2.6; RMSEA = 0.06 [0.058; 0.066]; SRMR = 0.06). 3. All subscales have acceptable reliability (Cronbach's alpha = 0.72-0.91, Split-half Guttman alpha = 0.82-0.92) and demonstrate predictable relationships with convergent indicators: experiences during learning (effort, pleasure, sense); cognitive motivation, achievement motivation, self-development motivation, introjected and external motivation, amotivation. 4. Sex differences were not found. Stanines and norms for all scales were calculated

Publication reference

Sorokova M.G., Odintsova M.A., Radchikova N. Scale for Assessing University Digital Educational Environment (AUDEE Scale). Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2021. Vol. 26, no. 2, pp. 52–65. doi:10.17759/pse.2021260205. (In Russ., аbstr. in Engl.) Сорокова М.Г., Одинцова М.А., Радчикова Н.П. Шкала оценки цифровой образовательной среды (ЦОС) университета // Психологическая наука и образование. 2021. Том 26. № 2. С. 52–65. doi:10.17759/pse.2021260205

Affiliation

Marina G. Sorokova, Doctor in Education, PhD in Physics and Mathematics, Head of Scientific and Practical Center for Comprehensive Support of Psychological Research PsyDATA, Professor, Chair of Applied Mathematics Department, Faculty of Information Technology, Moscow State University of Psychology & Education, Moscow, Russia Maria A. Odintsova, PhD in Psychology, Professor, Chair of Psychology and Pedagogy of Distance Learning, Head of the Chair of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Moscow State University of Psychology & Education, Moscow, Russia Nataly P. Radchikova, PhD in Psychology, Associate Professor of the Department of Developmental Psychology, Faculty of Pre-School Pedagogy and Psychology, Moscow Pedagogical State University; Leading Researcher of Scientific and Practical Center for Comprehensive Support of Psychological Research PsyDATA, Moscow State University of Psychology & Education, Moscow, Russia