Validating the Distance Learning Support Survey
Atikah Shemshack, Taylor Davis, University of North Texas, United States
SITE Interactive Conference, in Online ISBN 978-1-939797-51-3 Publisher: Association for the Advancement of Computing in Education (AACE)
Precisely measuring the support teachers receive from their administrators during distance learning is an essential first step toward enhancing efficient distance learning practices that support both teachers and administrators to increase confidence in their distance learning practices. This survey was created to collect information regarding the support teachers received from their administrators during distance learning that consists of six demographic items and ten Likert type items that assess teachers' beliefs on their efficiency and administrators support they receive during distance learning. The scale items are related to support and training directly tied to distance learning and teacher's reflection on their experience of online learning and their beliefs regarding their efficiency during distance learning. The findings of this paper shed light on the underlining questions, was distance learning support successful, in what areas can support be improved, and which teacher demographics struggled to adapt. In attempting to answer these questions, administrators need reliable instruments to make professional development decisions using relevant data.
Shemshack, A. & Davis, T. (2020). Validating the Distance Learning Support Survey. In E. Langran (Ed.), Proceedings of SITE Interactive 2020 Online Conference (pp. 282-293). Online: Association for the Advancement of Computing in Education (AACE).
© 2020 Association for the Advancement of Computing in Education (AACE)
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