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Abstract
The present study aimed to develop an indigenous measure of learning styles for e-learners in Pakistan and to establish its psychometric properties. The objectives of the study were attained via three studies. First, the items for the development of the Learning Style Scale for e-Learners (e-LSS) were generated empirically based on a 5-point Likert-type scale. In Study I, the internal consistency and dimensionality of the measure were determined by sampling 360 e-learners aged from 20 to 40 years through a convenient sampling technique, whereas other demographic characteristics were kept in close consideration. For this purpose, exploratory factor analysis was utilized. In Study II of scale development, the factor structure that emerged in Study I was confirmed via confirmatory factor analysis using structural equation modeling. In Study III, the convergent and divergent validities of the newly constructed scale were established by correlating scores with preestablished scale scores that assess the similar construct (i.e., LSS) and with scores on the discriminant construct (i.e., Solving Problems Survey). The sample for this study consisted of 80 e-learners aged from 20 to 40 years. A total of 29 items were confirmed in the final scale with 8 distinctive factors (namely, visual, auditory, kinesthetic, global, analytical, individual, collaborative, and technological type) with sound psychometric properties. To conclude, the newly constructed scale was a significant addition to assess learning styles particularly of e-learners in the context of Pakistan.
Highlights
The doors of the third millennium are opening enormous and stimulating opportunities for both educators and learners by the use of the internet, intranet, or network (Ahmed et al, 2017)
The 48-item scale was subjected to principal component analysis (PCA), using the method of Varimax Rotation to increase the interpretability and orthogonality of factors
The meaningful or interpretable factors were drawn with the help of the criterion given by Kaiser (1974) and the percentage expressed by the total variance explained
Summary
The doors of the third millennium are opening enormous and stimulating opportunities for both educators and learners by the use of the internet, intranet, or network (Ahmed et al, 2017). World Wide Web (WWW) has played a vibrant role in distance education in general by providing innovative and interactive means of learning without any barrier of time and distance to reach learners (Vassileva, 2012). With the advent of this latest technology, that is, e-learning, the higher education process has dramatically changed over the past few years. During these few years, e-learning technology has enhanced the learning experience of learners and teaching avenues of instructors as well as turns into commonplace for university students and teachers (Paechter et al, 2010)
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