Learning surveys

Draft

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Introduction

The purpose of this page is to create an inventory of some survey instruments that measure perception of learning, learning environments, etc.

Perception of learning and learning environments

The Distance Education Learning Environments Survey (DELES)

Scott L. Walker (Curtin university) developed a Distance Education Learning Environments Survey (DELES)

Available:

• Walker (2003). PDF. The survey is in Appendix B.

COLLES

Taylor and Maor (2000) developed an instrument to study on-line environments called the "Constructivist On-Line Learning Environment Survey (COLLES)

Available:

• http://surveylearning.moodle.com/colles/

Perceived learning (Richmond, 1987)

Only one item:

• “On a scale of 0 to 9, how much did you learn in this course, with 0 meaning you learned nothing and 9 meaning you learned more than in any other course you’ve had?”

Learning effectiveness (self-report)

Shih-Wei Chou & Chien-Hung Liu define learning effectiveness with four dimensions:

• Performance
• Self-efficacy
• satisfaction
• learning climate

The response items are in the article:

• Learning effectiveness in a Web-based virtual learning environment: a learner control perspective

National Survey of Student Engagement (NSSE)

Web site:

• http://nsse.indiana.edu/
• http://nsse.iub.edu/html/survey_instruments.cfm

cognitive absorption and TAM

Raafat Saade and Bouchaib Bahli (2004) presented an extended TAM model. “In this study, an extended version of TAM which includes the concept of cognitive absorption (CA) was used. In this, CA (defined as a state of deep involvement with the ILS) is an antecedent to perceived ease of use and perceived usefulness. This construct involves three dimensions: temporal dissociation, focused immersion, and heightened enjoyment” (Sadde and Bahli:318).

The three dimensions are measured in the following way:

Temporal dissociation (TD)

TD1 Sometimes I lose track of time when I am using the ILS

TD2 Time flies when I am using ILS

TD3 Most times when I get on to the ILS, I end up spending more time than I had planned

TD4 I often spend more time on the ILS than I intended

Focused immersion (FI)

FI1 When I am using the ILS I am able to block out most other distraction

FI2 While using the ILS, I am absorbed in what I am doing

FI3 While using the ILS, I am immersed in the task I am performing

Heightened enjoyment (HE)

HE1 I have fun interacting with the ILS

HE2 Using the ILS bores me

HE3 I enjoy using the ILS

Bibliography

• Chou, S.-W. and Liu, C.-H. (2005), Learning effectiveness in a Web-based virtual learning environment: a learner control perspective. Journal of Computer Assisted Learning, 21: 65–76. doi: 10.1111/j.1365-2729.2005.00114.x

• Richmond, V.P., Gorham, J.S., & McCroskey, J.C. (1987). The relationship between selected immediacy behaviors and cognitive learning. In M.A. McLaughlin (Ed.), Communication yearbook 10 (pp. 574-590). Newbury Park, CA: Sage. cited by Rovai and Barnum (2003).

• Rovai, Alfred P. and Kirk T. Barnum, On-Line Course Effectiveness: An Analysis of Student Interactions and Perceptions of Learning, Journal Of Distance Education/Revue De L’Éducation À Distance, Spring/Printemps 2003, VOL. 18, No 1, 57-73

• Saade, Raafat and Bouchaib Bahli, The impact of cognitive absorption on perceived usefulness and perceived ease of use in on-line learning: an extension of the technology acceptance model, Information & Management 42 (2005) 317–327. doi:10.1016/j.im.2003.12.013

• Walker, Scott L., (2003). Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES), Curtin University, PhD thesis. Abstract/PDF