Validation of a Questionnaire on Work and Learning Habits for Future Professionals: Exploring Personal Learning Environments

Authors

  • Maria Paz Prendes-Espinosa University of Murcia
  • Linda Castañeda-Quintero University of Murcia
  • Isabel María Solano-Fernández University of Murcia
  • Rosabel Roig-Vila University of Alicante
  • Mª Victoria Aguiar-Perera Las Palmas de Gran Canaria
  • José Luis Serrano-Sánchez University of Murcia

DOI:

https://doi.org/10.7203/relieve.22.2.7228

Keywords:

Personal Learning Environments, questionnaire validity, PLE, self-perception, information management, management of the learning process, communication

Abstract

This article describes the entire process of validating the data collection instrument of the CAPPLE project.

The validation of the instrument (an online survey) aims to ensure the reliability, validity, relevance and functionality of the collection process. Hence, a validation method based on three complementary procedures has been chosen: expert judgement by eight experts in three consecutive rounds; a round of cognitive interviews with 24 subjects on 10 critical items, and a pilot study with 400 invited subjects, of which 224 are considered the final sample.

Following the completion of the three methods described, we get an instrument that meets the validation criteria, configured by four basic dimensions (self-perception, information management, management of the learning process and communication) and that could be considered as a very useful tool in the study of Personal Learning Environments of university students

Author Biographies

Maria Paz Prendes-Espinosa, University of Murcia

Pedagogist, Doctor in Pedagogy by the University of Murcia, professor of the Department of Didactics and School Organization of the University of Murcia and director of the Research Group of Educational Technology of the same institution. Director of several national and international projects of ICT implementation in educational contexts and Principal Investigator of the CAPPLE project. Her postal address is Dpto. de Didáctica y Organización Escolar, Facultad de Educación. Campus de Espinardo - Universidad de Murcia. 30100-Murcia (Spain)

Linda Castañeda-Quintero, University of Murcia

Doctor in Educational Technology by the University of the Balearic Islands. Professor of the Department of Didactics and School Organization of the University of Murcia and member of the Research Group of Educational Technology of the University of Murcia. Her postal address is Dpto. de Didáctica y Organización Escolar, Facultad de Educación. Campus de Espinardo - Universidad de Murcia. 30100-Murcia (Spain)

Isabel María Solano-Fernández, University of Murcia

Pedagogist, Doctor in Pedagogy by the University of Murcia and Professor of the Department of Didactics and School Organization of the University of Murcia and member of the Research Group of Educational Technology of the University of Murcia. Her postal address is Dpto. de Didáctica y Organización Escolar, Facultad de Educación. Campus de Espinardo - Universidad de Murcia. 30100-Murcia (Spain)

Rosabel Roig-Vila, University of Alicante

Doctor in Pedagogy by the University of Alicante and professor of the Area of Didactics and School Organization in the Department of General and Specific Didactics of this same University. Editor of the scientific educational journal Journal of New Approaches in the Educational Research and director of the Master in Education and Information and Communication Technologies of the University of Alicante. Her postal address is Universidad de Alicante, Apdo. de correos 99, 03080-Alicante (Spain).

Mª Victoria Aguiar-Perera, Las Palmas de Gran Canaria

PhD in Psychopedagogy from the University of Las Palmas de Gran Canaria and a Full Professor of the University teaching in New Technologies applied to education since 1993. Her postal address is Calle Juana de Arco, 1. ES35004 - Las Palmas de Gran Canaria (Spain)

José Luis Serrano-Sánchez, University of Murcia

Doctor in Educational Technology by the University of the Balearic Islands. Pedagogist, Master of Psychology of Education by the University of Murcia. Professor of the Department of Didactics and School Organization of the University of Murcia and member of the Research Group of Educational Technology of the University of Murcia. His  postal address is Dpto. de Didáctica y Organización Escolar, Facultad de Educación. Campus de Espinardo - Universidad de Murcia. 30100-Murcia (Spain)

References

Adell, J. & Castañeda, L. (2010). Los Entornos Personales de Aprendizaje (PLEs): una nueva manera de entender el aprendizaje. En R. Roig y F. Fiorucci (Eds.), Claves para la investigación en innovación y calidad educativas. La integración de las Tecnologías de la Información y la Comunicación y la Interculturalidad en las aulas. Alcoy: Marfil – Roma TRE Universita degli studi. Recuperado de http://digitum.um.es/xmlui/bitstream/10201/17247/1/Adell%26Castañeda_2010.pdf

Attwell, G. (2007). The Personal Learning Environments - the future of eLearning? eLearning Papers, 2(1). Recuperado de http://www.elearningeuropa.info/files/media/media11561.pdf

Attwell, G., Castañeda, L. & Buchem, I. (2013). Guest Editorial Preface: Special Issue from the Personal Learning Environments 2011 Conference. International Journal of Virtual and Personal Learning Environments (IJVPLE), 13(4), 4. Recuperado de: http://www.igi-global.com/pdf.aspx?tid%3D102952%26ptid%3D71770%26ctid%3D15%26t%3DSpecial%20Issue%20from%20the%20Personal%20Learning%20Environments%202011%20Conference

Best, J. & Kahn, J. (2006). Research in Education. Boston: Pearson

Buchem, I., Attwell, G. y Torres-Kompen, R. (2011). Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory lens. pp. 1-33. En Proceedings of the PLE Conference 2011, 10 al 12 de julio de 2011, Southampton, Reino Unido. Recuperado de http://journal.webscience.org/658/

Casquero, O., Portillo, J., Ovelar, R., Romo, J. & Benito, M. (2008). iGoogle and gadgets as a platform for integrating institutional and external services. En F. Wild, M. Kalz, M. Palmér, Proceedings of the First International Workshop on Mashup Personal Learning Environments (MUPPLE08). Maastricht, The Netherlands. Recuperado de: http://ftp.informatik.rwthaachen.de/Publications/CEUR-WS/Vol-388/casquero.pdf

Castañeda, L. & Adell, J. (2011). El desarrollo profesional de los docentes en entornos personales de aprendizaje (PLEs). En R. Roig y C. Laneve (Eds.), La práctica educativa en la Sociedad de la Información: Innovación a través de la investigación / La pratica educativa nella Società dell’informazione: L’innovazione attraverso la ricerca. Alcoy: Marfil. (pp. 83-95). Recuperado de: http://digitum.um.es/xmlui/bitstream/10201/24647/1/CastanedaAdell2011preprint.pdf

Castañeda, L., & Adell, J. (2013). La anatomía de los PLEs. En L. Castañeda & J. Adell (Eds.), Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 11-27). Alcoy: Marfil. Recuperado de: http://digitum.um.es/xmlui/bitstream/10201/30408/1/capitulo1.pdf

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, N.J.: Lawrence Erlbaum.

Corral, Y. (2009). Validez y confiabilidad de los instrumentos de investigación para la recolección de datos. Revista ciencias de la educación, 19(33), 228-247. Recuperado de: http://servicio.bc.uc.edu.ve/educacion/revista/n33/art12.pdf

Crocker, L. & Algina, J. (1986). Introduction to classical and modern test theory. Nueva York: Holt, Rinehart and Winston.

Dilman, D. A. (2007). Mail and Internet Surveys. The Tailored Design Method. New Jersey: John Wiley & Son, Inc.

Escobar-Pérez, J. & Cuervo-Martínez, A. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en Medición, 6, 27–36. Recuperado de: http://www.humanas.unal.edu.co/psicometria/files/7113/8574/5708/Articulo3_Juicio_de_expertos_27-36.pdf

Gallego-Arrufat, M.J. & Chaves-Barboza, E. (2014). Tendencias en estudios sobre entornos personales de aprendizaje (Personal Learning Environments -PLE-). EDUTEC, Revista Electrónica de Tecnología Educativa, 49. Recuperado de http://edutec.rediris.es/Revelec2/Revelec49/n49_Gallego_Chaves.html

García, R., Ferrández, R, Sales, Mª. A. y Moliner, Mª. O. (2006). Elaboración de instrumentos de medida de las actitudes y opiniones del profesorado universitario hacia la ética profesional docente y su papel como transmisor de valores. RELIEVE, 12(1), pp. 129-149. doi: http://dx.doi.org/10.7203/relieve.12.1.4247

Jaramillo, S. y Osses, S. (2012). Validación de un Instrumento sobre Metacognición para Estudiantes de Segundo Ciclo de Educación General Básica. Estudios pedagógicos, Vol. 38(2), 117-131. doi: http://dx.doi.org/10.4067/S0718-07052012000200008

Kline, P. (1994). An Easy Guide to DIMENSIÓN Analysis. Newbury Park: Sage Publications.

Knapp, T. R., & Mueller, R. O. (2010). Realibility and validity of instruments. In G. R. Hancock & R. O. Mueller (Eds.), The reviewer guide to quantitative methods in the social sciences (pp. 337-341). New York, NY: Routledge.

Krosnick, J. A. (1999). Survey research. Annual Review of Psychology, 50, 537-567. doi: http://dx.doi.org/10.1146/annurev.psych.50.1.53

Llorente, M. (2013). Assessing Personal Learning Environments (PLEs). An expert evaluation. Journal of New Approaches in Educational Research, 2(1), 39-44. doi: http://dx.doi.org/10.7821/naer.2.1.39-44

Martín, E., García, L.A. Torbay, A. & Rodríguez, T. (2007). Estructura DIMENSIÓNial y fiabilidad de un cuestionario de estrategias de aprendizaje en universitarios: CEA-U. Anales de psicología, 23, 1-6. Recuperado de: http://www.um.es/analesps/v23/v23_1/01-23_1.pdf

Midgley, C., Maehr, M. Hruda, L., Anderman, E., Anderman, L., Freeman, K., Gheen, M., Kaplan, A., Kuman, R., Middleton, M., Nelson, J. Roese, R. & Urdan, T. (2000). Manual for the Paterrns off Adaptive Learrning Scales. Recuperado de: http://www.umich.edu/~pals/PALS%202000_V13Word97.pdf

Morales, P. (2012). El tamaño del efecto (effect size): análisis complementarios al contraste de medias. Recuperado de: http://www.upcomillas.es/personal/peter/investigacion/Tama%F1oDelEfecto.pdf

Morales, P. (2013). El Análisis DIMENSIÓNial en la construcción e interpretación de tests, escalas y cuestionarios. Recuperado de: http://www.upcomillas.es/personal/peter/investigacion/AnalisisDIMENSIÓNial.pdf

Nunnally, J.C. (1978). Psychometric Theory. Nueva York: McGraw-Hill.

Osborne, J.W. & Costello, A. (2004). Sample size and subject to item ratio in principal components analysis. Practical Assessment, Research y Evaluation, 9(11). Recuperado de: http://PAREonline.net/getvn.asp?v=9yn=11

Pintrich, P., Smith, D., Garcia, T. & McKeachie, W. (1991). A Manual for the use of the Motivated strategies for learning questionnaire (MSLQ). Washington, DC: National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI. Office of Educational Research and Improvement. Recuperado de: http://files.eric.ed.gov/fulltext/ED338122.pdf

Prendes, M.P. & Castañeda, L. (2013). PLE-Centered Education: The Next Boundary. Perceptions and Realities Behind Students Personal Learning Environments. ELA Journal of Educational Leadership in Action, 2(1). Recuperado de: http://www.lindenwood.edu/ela/issue03/castaneda.html

Prendes, M.P., Castañeda, L., Ovelar, R. & Carrera, X. (2014). Componentes básicos para el análisis de los PLE de los futuros profesionales españoles: en los albores del Proyecto CAPPLE. EDUTEC, Revista Electrónica de Tecnología Educativa, 47. Recuperado de: http://edutec.rediris.es/Revelec2/Revelec47/n47_Prendes-Castaneda-Ovelar-Carrera.html

Smith, V. & Molina, M. (2011). Cuaderno Metodológico 5. La entrevista cognitiva: guía para su aplicación en la evaluación y mejoramiento de instrumentos de papel y lápiz. San José, Costa Rica.: Instituto de Investigaciones Psicológicas, Universidad de Costa Rica. Recuperado de: http://iip.ucr.ac.cr/sites/default/files/cuadernosmetodologicos/cuamet5.pdf

Snijkers, G. (2002). Cognitive Laboratory Experience: On Pre-testing Compiterised Questionnaires and Data Quality. Tesis Doctoral. Universidad de Utrech. Recuperado de http://dspace.library.uu.nl/bitstream/handle/1874/13401/full.pdf?sequence=13

Stake, R. (2010). Qualitative Research: studying how things work. New York: The Guilford Press.

Utkin, L. V. (2006). A method for processing the unreliable expert judgments about parameters of probability distributions. European Journal of Operational Research, 175(1), 385-398. Recuperado de http://www.sciencedirect.com/science/article/pii/S0377221705004571

Willis, G.B. (2005). Cognitive interviewing. Thousand Oaks: Sage Publications.

Wolley, M.E., Bowen, G.L. & Bowen, N.K. (2006). The development and evaluation of procedures to assess child self-report item validity. Educational and psychological measurement, 66(4), 687-700. Recuperado de http://epm.sagepub.com/content/66/4/687.short

Downloads

Published

2016-12-26

Issue

Vol. 22 No. 2 (2016)

Section

Research Articles

License

The authors grant non-exclusive rights of exploitation of works published to RELIEVE and consent to be distributed under the Creative Commons Attribution-Noncommercial Use 4.0 International License (CC-BY-NC 4.0), which allows third parties to use the published material whenever the authorship of the work and the source of publication is mentioned, and it is used for non-commercial purposes. 

    The authors can reach other additional and independent contractual agreements, for the non-exclusive distribution of the version of the work published in this journal (for example, by including it in an institutional repository or publishing it in a book), as long as it is clearly stated that the Original source of publication is this magazine.  

    Authors are encouraged to disseminate their work after it has been published, through the internet (for example, in institutional archives online or on its website) which can generate interesting exchanges and increase work appointments. 

   The fact of sending your paper to RELIEVE implies that you accept these conditions.