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Bibliography

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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''':
* [http://espace.library.curtin.edu.au/R/?func=dbin-jump-full&object_id=14269 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). The survey includes six dimension with 24 statements (total).

; Relevance :How relevant is on-line learning to students' professional practices?
; Reflection :Does on-line learning stimulate students' critical reflective thinking?
; Interactivity :To what extent do students engage on-line in rich educative dialogue?
; Tutor Support :How well do tutors enable students to participate in on-line learning?
; Peer Support :Is sensitive and encouraging support provided on-line by fellow students?
; Interpretation : Do students and tutors make good sense of each other's on-line communications?

The surveys were available here (as of April 2019, the links seem to be broken)
* http://surveylearning.moodle.com/colles/

=== Constructivist Learning Environments (CLES) ===

Paper (with one version at the end)
* Peter C Taylor, Barry J Fraser & Loren R White, [https://surveylearning.moodle.com/cles/papers/CLES_AERA94_Award.htm CLES An instrument for monitoring the development of constructivist learning environments], Paper presented at the annual meeting of the American Educational Research Association, New Orleans, April 1994

=== 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:
* [http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2729.2005.00114.x/full 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

=== Australian National Student engagement ===

* Follow up various link in https://www.acer.edu.au/ausse/survey-instruments

=== cognitive absorption and TAM ===

Raafat Saade and Bouchaib Bahli (2004) presented an extended [[Usability_and_user_experience_surveys#TAM_Satisfaction_Questionnaire|TAM]] model. {{quotation|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

=== Critical success factors for e-learning acceptance ===

Hassan M. Selim presented confirmatory factor models for four categories: (1) instructor; (2) student; (3) information technology; and (4) university support

Avalaible in the appendix:
* [http://www.sciencedirect.com/science/article/pii/S0360131505001338 Critical success factors for e-learning acceptance: Confirmatory factor models]

=== Predicting Learning From Asynchronous Online Discussions ===

This article by Wu and Hiltz (2004) includes a Students’ Perception of Learning from Online Discussion scale.

Availability: Response items (in summary form) are in the annex.
* [http://sloanconsortium.org/system/files/v8n2_wu.pdf Predicting Learning From Asynchronous Online Discussions] (PDF)

=== Community of Inquiry (CoI) framework ===

The model includes three dimensions (cognitive, social and teaching presence) and is measured with a five point scale (strongly disagree - strongly agree):

See [[Community of inquiry model]] for the questionnaire.

== Bibliography ==

* Biggs, John (1993). What do inventories of students' learning processes really measure? A theoretical review and clarification. ''British Journal of Educational Psychology'', Volume 63, Issue 1, pages 3–19, February 1993

* 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

* Selim, Hassan M. Critical success factors for e-learning acceptance: Confirmatory factor models, Computers & Education, Volume 49, Issue 2, September 2007, Pages 396-413, ISSN 0360-1315, 10.1016/j.compedu.2005.09.004. (http://www.sciencedirect.com/science/article/pii/S0360131505001338)

* 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. [http://espace.library.curtin.edu.au/R?func=dbin-jump-full&local_base=gen01-era02&object_id=14269 Abstract/PDF]

* Walker, Scott L. and Barry J. Fraser (2005). Development and Validation of an Instrument for Assessing Distance Education Learning Environments in higher Education: The Distance Education Learning Environments Survey (DELES), Learning Environments Research, Volume 8, Number 3 (2005), 289-308, DOI: 10.1007/s10984-005-1568-3

* Wu Dezhi and Starr Roxanne Hiltz (2004), Predicting Learning From Asynchronous Online Discussions, JALN Volume 8, Issue 2 — April 2004, [http://sloanconsortium.org/system/files/v8n2_wu.pdf PDF reprint]

* Yeo, Shelley, Taylor, Peter and Martijntje Kulski (2006). nternationalising a learning environment instrument for evaluating transnational online university courses, Learning Environments Research, Volume 9, Number 2 (2006), 179-194, DOI: 10.1007/s10984-006-9008-6

[[Category: Research methodologies]]
[[category: Questionnaires]]

Learning surveys - Revision history

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