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Entwicklung und Validierung des Modularen Fragebogens zur Evaluation digitaler Lehr-Lern-Szenarien (MOFEDILLS)
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Entwicklung und Validierung des Modularen Fragebogens zur Evaluation digitaler Lehr-Lern-Szenarien (MOFEDILLS)
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Entwicklung und Validierung des Modularen Fragebogens zur Evaluation digitaler Lehr-Lern-Szenarien (MOFEDILLS)
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Journal Article
Entwicklung und Validierung des Modularen Fragebogens zur Evaluation digitaler Lehr-Lern-Szenarien (MOFEDILLS)
2022
Overview
Spätestens seit der Corona-Pandemie gehören digital gestützte Lehrveranstaltungen zum Alltag an deutschen Hochschulen. Im Zuge der Qualitätsentwicklung von Hochschullehre sollten Besonderheiten und Spezifika digitaler Lehre (z.B. räumliche Flexibilität) bei der Evaluation derartiger Lehrveranstaltungen angemessen berücksichtigt werden. Bisher verwendete Evaluationsinstrumente leisten dies nicht und bleiben zudem häufig einen Nachweis ihrer theoretischen Grundlage und psychometrischen Qualität schuldig. In der vorliegenden Studie werden daher die Entwicklung und psychometrischen Eigenschaften des eigens für digitale Lehr-Lernsettings konzipierten modularen Fragebogens MOFEDILLS vorgestellt. Evaluationsdaten aus vier hessischen Hochschulen (N = 1,604) stützen die angenommene faktorielle Stuktur und Messinvarianz sowie Objektivität, Reliabilität und Validität des neuen Instruments. (HoF/Text übernommen).
Ever since the Corona pandemic, digitally supported lectures have become part of everyday life at German universities. In the course of developing the quality of university teaching, the special features and specifics of digital teaching (e.g., room flexibility) should be adequately taken into account in the evaluation of such courses. Evaluation instruments used to date do not do this and also often fail to provide evidence of their theoretical basis and psychometric quality. This study therefore presents the development and psychometric properties of the modular questionnaire MOFEDILLS, which was designed specifically for digital teaching-learning settings. Evaluation data from four Hessian universities (N = 1,604) support the assumed factorial structure and measurement invariance as well as objectivity, reliability, and validity of the new instrument. (DIPF/Orig.).
