Development, validation and use of the Online Learning Environment Survey

Trinidad, Sue; Aldridge, Jill M.; Fraser, Barry J.

doi:10.14742/ajet.1343

Cited by 44 publications

(78 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The Online Learning Environment Survey (OLES) (Trinidad, Aldridge & Fraser, 2005) was used to assess the health science students' attitudes toward e-learning. The OLES is a dual format instrument where students are asked to rate the actual learning environment experienced in a unit/ course/ subject/ module, compared with their preferred learning environment, using a 5-point rating scale (almost never, seldom, sometimes, often, almost always) for 'actual' and 'preferred' items.…”

Section: Instrumentationmentioning

confidence: 99%

“…The OLES is a dual format instrument where students are asked to rate the actual learning environment experienced in a unit/ course/ subject/ module, compared with their preferred learning environment, using a 5-point rating scale (almost never, seldom, sometimes, often, almost always) for 'actual' and 'preferred' items. The purpose of the OLES is to provide educators using e-learning with a mechanism to reflect on the learning environment provided based on the results gained from student feedback (Trinidad, Aldridge & Fraser, 2005). The OLES incorporates scales from five existing instruments: (1) the What Is Happening In this Class?…”

Section: Instrumentationmentioning

confidence: 99%

See 1 more Smart Citation

Are learning style preferences of health science students predictive of their attitudes towards e-learning?

Brown

Zoghi

Williams

et al. 2009

AJET

View full text Add to dashboard Cite

The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the Index of Learning Styles (ILS) and the Online Learning Environment Survey (OLES) was distributed to 2885 students enrolled in 10 different health science programs at an Australian university. A total of 822 useable surveys were returned generating a response rate of 29.3%. Using SPSS, a linear regression analysis was completed. On the ILS Active-Reflective dimension, 44% of health science students reported a preference as being active learners, 60% as sensing learners, and 64% as sequential learners. Students' attitudes toward e-learning using the OLES showed that their preferred scores for all 9 subscales were higher than their actual scores. The linear regression analysis results indicated that ILS learning styles accounted for a small percentage of the OLES actual and preferred subscales' variance. For the OLES actual subscales, the ILS Active-Reflective and Sensing-Intuitive learning style dimensions were the most frequent predictors of health science students' attitudes towards elearning. For the OLES preferred subscales, ILS Active-Reflective and Sequential-Global learning style dimensions accounted for the most frequent source of variance. It appears that the learning styles of health science students (as measured by the ILS) can be used only to a limited extent as a predictor of students' attitudes towards elearning. Nevertheless, educators should still consider student learning styles in the context of using technology for instructional purposes.

show abstract

Section: Instrumentationmentioning

confidence: 99%

Section: Instrumentationmentioning

confidence: 99%

Are learning style preferences of health science students predictive of their attitudes towards e-learning?

Brown

Zoghi

Williams

et al. 2009

AJET

View full text Add to dashboard Cite

show abstract

“…In a study by Trinidad et al only the category of reliable learning was indicated in this component (27); in a study by Walker and Fraser, however, indices of interaction and cooperation of students as well as learning and learning activities were also included (24). Preparing contents, doing learning activities, and giving feedback timely and properly are among teachers' duties (16).…”

Section: Discussionmentioning

confidence: 99%

“…In studies by Trinidad et al (27) and Walker et al (24), personal compliance and adaptability were introduced as a subclass for self-efficacy. Educational self-efficacy is the ability of people to believe in themselves in order to manage their own learning affairs (30).…”

Section: Teaching Skillsmentioning

confidence: 99%

Factors Creating an Educational Atmosphere in Cyberspace: A Qualitative Study

Mojtahedzadeh

Mousavi

Shirazi

et al. 2017

Strides Dev Med Educ

View full text Add to dashboard Cite

Background: Because of the developments and advancements in information technology (IT), unparalleled opportunities have been provided in electronic arenas; among them, electronic learning (e-learning) systems have brought attention to the facilitation of education. Since educational environment is a factor influencing the success of educational programs, the current study aims at evaluating the factors that create the educational atmosphere in cyberspace. Methods: The current study employed a qualitative content analysis approach and a targeted sampling method. A total of 11 students and 13 faculty members were recruited by a semi-structured interview in 2015. The interviews were continued separately for both students and lecturers up to the saturation of sample size. After the interview data were qualitatively analyzed. Results: After the data analysis, 685 codes were extracted out of the qualitative data, which were reevaluated in several stages and classified into 38 subcategories. Then, 13 categories and 6 domains (The status of virtual education, learner support, teaching skills, evaluation, professionalism and professional ethics, and self-efficacy) were created. Conclusions: Since the educational environment is an inseparable part of a curriculum, the factors creating an educational atmosphere in cyberspace are critically important and necessary for the qualitative and quantitative evaluations of the curriculum and prediction of educational outcomes.

show abstract

“…From the items nine scales are derived, which are outlined in Table 1. Internal consistency has been reported by Trinidad, Aldridge, and Fraser (2004) as ranging from 0.86 to 0.96. Content validity and face validity were established through a detailed literature review and input from content knowledge experts.…”

Section: Instrumentationmentioning

confidence: 99%

Undergraduate paramedic students’ attitudes to e-learning: findings from five university programs

Williams

Boyle

Molloy³

et al. 2011

Research in Learning Technology

View full text Add to dashboard Cite

Computers and computer-assisted instruction are being used with increasing frequency in the area of undergraduate paramedic education. Paramedic students' attitudes towards the use of e-learning technology and computer-assisted instruction have received limited attention in the empirical literature to date. The objective of this study was to determine paramedic students' attitudes towards e-learning. A cross-sectional methodology was used in the form of a paperbased survey to elicit students' attitudes to e-learning using three standardised scales. Convenience sampling was used to sample a cross-section of paramedic students at five universities during semester 1 of 2009. The scales used were: the Computer Attitude Survey (CAS), the Online Learning Environment Survey (OLES), and the Attitude Toward CAI Semantic Differential Scale (ATCAISDS). There were 339 students who participated. Approximately onehalf (57.7%) were female and most (76.0%) were under 24 years of age. Moderate results were noted for the CAS general and education subscales. The CAS results were broadly corroborated by the OLES, although a statistically significant difference between participants preferred and actual results on the OLES Computer Usage subscale identified that participants would prefer to use computers less than they actually do. Similarly, the ATCAISDS found participants were largely ambivalent towards computers. As paramedic degree programs continue to emerge and develop, careful consideration should be given to the usability and utility of various e-learning approaches.

show abstract

Development, validation and use of the Online Learning Environment Survey

Cited by 44 publications

References 23 publications

Are learning style preferences of health science students predictive of their attitudes towards e-learning?

Are learning style preferences of health science students predictive of their attitudes towards e-learning?

Factors Creating an Educational Atmosphere in Cyberspace: A Qualitative Study

Undergraduate paramedic students’ attitudes to e-learning: findings from five university programs

Contact Info

Product

Resources

About