Elisabeth K. Andrie* Evangelia Georgia Kostaki, Evanthia Sakellari, Sophie Leontopoulou, Areti Lagiou
Objective: Our study aimed to develop and validate an instrument exploring undergraduate students' online learning experience during COVID-19 pandemic in Greece, and to investigate socio-demographic characteristics associated with students’ online learning experience.
Methods: A 15 item questionnaire was developed and administered to undergraduate students at Universities of West Attica and Ioannina during 2021. Analysis was performed in 2 steps: a) Pilot testing: The responses of 15 participants were compared in two different time points to assess the stability of the tool (Test-retest reliability). Factor analysis, reliability, convergent and discriminant validity of the identified underlying factors, were estimated in a sample of 100 participants b) Main study: Univariable and multivariable linear regression analyses were performed to investigate socio-demographic characteristics associated with online learning experience in a sample of 1103 participants.
Results: The estimated correlation between the test and retest scores for all 15 items was 0.71 (p-value =0.003). The coefficient of reliability for all 15 items was very high (Cronbach’s a =0.885). Factor analysis identified 2 underlying factors, interpreted as “beliefs” and “skills” of online learning experience. The Cronbach's alpha coefficients for the 2 factors were also very high (0.879 and 0.820 respectively). The corrected item-total correlation was >0.30 for all items of each factor indicating a satisfactory convergent validity. The correlation of the 2 factors (rs =0.45, p-value <0.001) indicated an adequate discriminant validity. Multivariable regression analysis showed that males, students aged >21 years old, and participants who were very satisfied with their living conditions during quarantine, reported having more necessary skills and positive beliefs about online learning.
Conclusion: As online education is developing rapidly around the world, our study may help decision-makers understand students' attitudes and perceptions of online learning in order to improve their constructive participation in online courses.
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