Psychometric properties of a scale to measure online teaching styles in university teachers
DOI:
https://doi.org/10.5944/ried.28.2.43564Keywords:
online education, teaching styles, university teachers, measurement, validityAbstract
Teaching styles are related to students' academic engagement and motivation. They significantly influence their satisfaction and perception of the online learning process. This highlights the need for psychometrically robust instruments that reflect the particularities of online education environments. The literature review showed that there are multiple scales on teaching styles designed for face-to-face contexts; however, there are limited specific proposals for virtual environments. The study aimed to analyze the psychometric properties of a scale designed to measure online teaching styles (OTS) in university teachers. A total of 240 teachers participated, completing a 28-item scale organized into four dimensions (designer, corrector, mediator, and facilitator) and evaluated with a five-point Likert scale. Content validity was established by a judgment of three experts, obtaining a content validity index (S-CVI) of .99. Confirmatory Factor Analysis (CFA) showed a satisfactory fit for a 16-item scale (CFI=.97, TLI=.96, RMSEA=.03), confirming the four theoretical dimensions. In addition, evidence of factorial invariance between sexes was found. Cronbach's alpha and McDonald's omega coefficients ranged between .67 and .71 (.84 overall), reflecting acceptable internal consistency. In conclusion, a scale with solid evidence of validity and reliability is presented, which positions it as a useful tool to evaluate online teaching styles and contribute to the improvement of pedagogical practices in digital environments.
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