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Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings
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Internet and Higher Education Volume 12, Number 1, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

The purpose of this study was to develop and validate a self-report instrument that can be used to measure learning in the cognitive, affective, and psychomotor domains. The study underwent three phases, each with its own data collection and analysis. Phase I featured the development, testing, and factor analysis of an 80-item instrument that addressed cognitive, affective, and psychomotor learning that was administered to a sample of 142 online and face-to-face learners. Based on the results, the instrument was reduced to 21 items for Phase II and tested with a new sample of 171 online and face-to-face students. The results of confirmatory factor analysis suggested a better data fit with an even smaller 9-item instrument, which was then administered to a new sample of 221 online and face-to-face students in Phase III. The results of this final phase are presented along with the resulting CAP Perceived Learning Scale, a 9-item self-report measure of perceived cognitive, affective, and psychomotor learning. Implications and usage of the CAP Perceived Learning Scale for research and practice are also discussed.

Citation

Rovai, A.P., Wighting, M.J., Baker, J.D. & Grooms, L.D. (2009). Development of an instrument to measure perceived cognitive, affective, and psychomotor learning in traditional and virtual classroom higher education settings. Internet and Higher Education, 12(1), 7-13. Elsevier Ltd. Retrieved February 17, 2020 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.iheduc.2008.10.002

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