Abstract
Instructional design has been a key strategy in ensuring the quality of higher education; therefore, it is essential to evaluate its effects on learning processes through the use of tools that comply with defined technical standards. Hence, the purpose of this study is to validate a scale used to evaluate the degree to which the students perceive the five aspects of instructional design: objectives, curricular content, learning activities, educational resources, and the existing evaluation strategy at the Costa Rica Institute of Technology (TEC). Through the use of an analytical and descriptive study, as well as qualitative and quantitative techniques, a Likert evaluation scale was designed. According to the results, the final version of the instrument consisted of 33 items and had a confidence coefficient of 0.923. In regards to the evidence associated to its validity, it was possible to verify the representability and relevance of the instructional design components and their factorial structure. The main conclusion obtained from this study is the importance of measuring, from a systemic perspective, the instructional design components, in classroom, blended learning and virtual courses with tools that are properly validated in order to guarantee the confidence level and valid interpretation of the results.
Highlights
In higher education, instructional design has been a basic planning strategy used to ensure that the pedagogic development of courses is organized and coherent
In the current standards for educational and psychological tests established by the American Educational Research Association (AERA), American Psychological Association (APA) and National Council on Measurement in Education (NCME), Sireci and Padilla (2014) determined that the validation of a tool requires a global effort, where different types of evidence that integrate a valid argument must be trusted, in order to support the use of the test for a particular objective
In the evaluation for higher education learning, under any teaching modality, it is essential to consider all the factors involved in instructional design, regardless of the methodology used to develop it
Summary
Instructional design has been a basic planning strategy used to ensure that the pedagogic development of courses is organized and coherent. As pointed out by Pérez-Gil, Chacón, and Moreno (2000), from a unified validity perspective, the meaning of the scoring used is what provides the rational base to arrive at relevant and representative criteria of the test’s content and establish a predictive hypothesis that can contribute to understanding the nature of the tool constructed Within this context, for Carretero and Pérez (2005), the phases for a study focusing on the construction or adaptation of a test should be: Study justification Conceptual delimitation of the construct to be evaluated Development and qualitative evaluation of the items Statistical analysis of the items Dimensioning study for the test developed (internal structure) Reliability coefficient Gathering external evidence to obtain test validity. The instructional design objectives consider the specific abilities and skills that the students will have developed by the time the educational program concludes: cognitive or intellectual, motor function, affective, social action and interaction These are the start and end points of the educational process, because they constitute the foundations for developing evaluation processes (Gil, 2004)
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Educational Technology in Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
