Development and Psychometric Properties of the Questionnaire for Assessing Educational Podcasts (QAEP)

Abstract

The aim of this research was to develop and validate the Questionnaire for Assessing Educational Podcasts (QAEP), an instrument designed to gather students’ views about four dimensions of educational podcasts: access and use, design and structure, content adequacy, and value as an aid to learning. In study 1 we gathered validity evidence based on test content by asking a panel of experts to rate the clarity and relevance of items. Study 2 examined the psychometric properties of the QAEP, including confirmatory factor analysis with cross-validation to test the factor structure of the questionnaire, as well as item and reliability analysis. The results from study 1 showed that the experts considered the items to be clearly worded and relevant in terms of their content. The results from study 2 showed a factor structure consistent with the underlying dimensions, as well as configural and metric invariance across groups. The item analysis and internal consistency for scores on each factor and for total scores were also satisfactory. The scores obtained on the QAEP provide teachers with direct student feedback and highlight those aspects that need to be enhanced in order to improve the teaching/learning process.

Effect of nutrition education using the podcast method on adolescent girls' knowledge and attitudes on anemia in Central Jakarta

“…The podcast development step begins with determining the theme and ends with an audio podcasts acceptance test using the Questionnaire for Assessing Educational Podcasts (QAEP) (Alarcón & Blanca, 2020). The chosen theme refers to materials to improve the problem of anemia in adolescents.…”

Assessing Satisfaction With Online Courses: Spanish Version of the Learner Satisfaction Survey

“…Although there are several instruments in Spanish for measuring learner satisfaction, most of them are focused on face-to-face courses, for example, the Student Satisfaction with University Education scale ( Mejías and Martínez, 2009 ) or the Satisfaction Questionnaire for University Students ( Gento and Vivas, 2003 ). In the online setting, the majority of studies has either used ad hoc questionnaires without reporting their psychometric properties ( Recio and Cabero, 2005 ; Bautista et al, 2020 ; Mercado-Rey et al, 2021 ) or is focused on a specific approach to or element of online courses (e.g., the use of podcasts or massive, open online courses; Alarcón et al, 2017 ; Gil-Jaurena et al, 2017 ; Alarcón and Blanca, 2020 ). Consequently, there are very few instruments with adequate psychometric properties for measuring satisfaction with online courses among Spanish learners.…”