Research Article
Gilber Chura-Quispe, Cristina Beatriz Flores-Rosado, Alex Alfredo Valenzuela-Romero, Enlil Iván Herrera-Pérez, Avenilda Eufemia Herrera-Chura, Mercedes Alejandrina Collazos Alarcón
CONT ED TECHNOLOGY, Volume 17, Issue 1, Article No: ep560
ABSTRACT
Information literacy is a fundamental component in the academic development of future professionals. The aim of the study was to evaluate the metric properties of the ‘questionnaire of self-perceived information competences’, analyzing the factorial structure, internal consistency, convergent validity, factorial invariance according to gender and to propose cut-off points in Peruvian university students. The study followed an instrumental and descriptive design in which 30 items distributed in 4 factors were analyzed. The participants consisted of 1,173 university students from 12 Peruvian universities. The results show that the items show adequate values in the descriptive analysis; however, the analysis of the polychoric correlations determined the need to eliminate item 13. Confirmatory factor analysis was carried out with two models (with and without item 13), in which the second model showed better fit indices of χ2/gl, CFI, TLI, RMSEA, and SRMR and factor loadings > 0.5. Convergent validity and internal consistency showed expected scores, and the instrument is shown to be gender invariant. Finally, it was established that there is not enough difference according to sociodemographic data to establish cut-off points based on sociodemographic variables, and the cut-offs for each factor were based on quartiles. In conclusion, the instrument is valid and reliable for measuring self-perceived information literacy in Peruvian university students.
Keywords: informational competence, validation, information literacy skills, reliability, invariance
Research Article
Denise Pauline-Graf, Susan E. Mandel, Heather W. Allen, Lynne E. Devnew
CONT ED TECHNOLOGY, Volume 13, Issue 4, Article No: ep316
ABSTRACT
Technology-enhanced learning (TEL) is a broad term to denote the incorporation of digital technology to mediate activities that support education. Educational researchers need to validate critical assumptions about any new system that involves TEL early and throughout its development course to make quick, informed, de-risked decisions about the progress of TEL. We introduce an assumption validation process for educational researchers to consider utilizing when evolving ideas or prototypes of TEL. We present a preliminary study conducted in Russia of a knowledge sharing (KS) training program using digital games to illustrate the proposed four-stage process. The first stage is listing the assumptions that apply to initiatives of TEL. The second is identifying the methods most useful for testing those assumptions. The third is executing tests on each of those assumptions. The last stage is determining assumption validity. In the illustrative study, a single pilot trial was considered the appropriate approach to validate the assumptions selected in the first stage. We found that determining assumption validity requires testing many of the assumptions individually and in aggregate. Educational researchers can use this assumption validation process to assess the potential of TEL in a variety of settings before investing resources into its further development.
Keywords: instructional digital games, assumption validation, knowledge sharing, pilot trial, self-efficacy, technology-enhanced learning