Course Reaction Scale in E-Learning: Adaptation and Factor Structure

Detalhes bibliográficos
Autor(a) principal: Martins, Lara Barros
Data de Publicação: 2018
Outros Autores: Zerbini, Thaís, Medina, Francisco José
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Psicologia (Universidade Presbiteriana Mackenzie. Online)
Texto Completo: http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10482
Resumo: This paper aims to adapt and analyze the factor structure and psychometric properties of the Reaction to Instructional Proceedings Scale in Distance Education (ERPI-EAD and its relation with the effectiveness of training at work. In total, 3,600 employees from a Brazilian public bank participated in this study by answering the ERPI-EAD after taking part in an online course. We measured training transfer with a self-evaluation scale. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A one-factor structure and a high level of fit for the model were found. The participants’ satisfaction with the course was related to the effectiveness of training. We suggest using the ERPI-EAD as a reliable and valid measure that predicts the effectiveness of training, can contribute to collect relevant information to improve instructional aspects and ensure better performance results in the workplace.
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spelling Course Reaction Scale in E-Learning: Adaptation and Factor StructureEscala de Reacción al Curso en Enseñanza Virtual: Adaptación y Estructura FactorialEscala de Reação ao Curso em Educação a Distância: Adaptação e Estrutura Fatorialeducação à distânciaavaliaçãoreaçãoescalaefetividade de treinamentoeducación a distanciaevaluaciónsatisfacciónescalaeficacia de la formacióndistance education evaluationsatisfactionscaleeffectiveness of trainingThis paper aims to adapt and analyze the factor structure and psychometric properties of the Reaction to Instructional Proceedings Scale in Distance Education (ERPI-EAD and its relation with the effectiveness of training at work. In total, 3,600 employees from a Brazilian public bank participated in this study by answering the ERPI-EAD after taking part in an online course. We measured training transfer with a self-evaluation scale. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A one-factor structure and a high level of fit for the model were found. The participants’ satisfaction with the course was related to the effectiveness of training. We suggest using the ERPI-EAD as a reliable and valid measure that predicts the effectiveness of training, can contribute to collect relevant information to improve instructional aspects and ensure better performance results in the workplace.El objetivo de este estudio fue adaptar y examinar la estructura factorial y las propiedades psicométricas de la Escala de Reacción al Curso en Enseñanza Virtual (ERC-EV) y su relación con la eficacia de la formación en el trabajo. Un total de 3.600 empleados de un Banco estatal brasileño participó en el estudio respondiendo a la ERC-EV después de haber participado en una teleformación. Se midió la transferencia de la formación con una escala de autoevaluación. Análisis de consistencia interna, factoriales confirmatorios y regresiones múltiples fueron realizados. Una estructura de un único factor y un alto nivel de ajuste para el modelo fueron encontrados. La satisfacción de los participantes con el curso estuvo relacionada con la eficacia de la formación. Se sugiere el uso de la ERC-EV como una medida fiable y válida, que predice la eficacia de la formación, puede ayudar a recoger información relevante para la mejora de los aspectos de la instrucción y asegurar mejores resultados de rendimiento en el trabajo.O presente trabalho tem como objetivo adaptar e analisar a estrutura fatorial e as propriedades psicométricas da Escala de Reação aos Procedimentos Instrucionais em Educação a Distância (ERPI-EAD) e sua relação com a efetividade do treinamento no trabalho. Participaram deste estudo 3.600 funcionários de um banco estatal brasileiro respondendo à ERPI-EAD depois de realizar um curso on-line. Mediu-se o impacto do treinamento no trabalho em amplitude com uma escala de autoavaliação. Foram realizadas análises de consistência interna, fatorial confirmatória e regressões múltiplas. Uma estrutura unifatorial e um alto nível de ajuste para o modelo foram encontrados. A satisfação dos participantes com o curso esteve relacionada à efetividade do treinamento. Sugere-se o uso da ERPI-EAD como uma medida confiável e válida, que prediz a efetividade de treinamento, contribui para a coleta de informações relevantes à melhora dos aspectos instrucionais e assegura melhores resultados de desempenho no trabalho.Editora Mackenzie2018-03-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/1048210.5935/1980-6906/psicologia.v20n1p223-234The Journal Of Psychology: Theory and Practice ; Vol. 20 No. 1 (2018); 211-234Revista Psicología: Teoría y Práctica; Vol. 20 Núm. 1 (2018); 211-234Revista Psicologia: Teoria e Prática; v. 20 n. 1 (2018); 211-2341980-69061516-3687reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)instname:Universidade Presbiteriana Mackenzie (UPM)instacron:UPMporenghttp://editorarevistas.mackenzie.br/index.php/ptp/article/view/10482/6832http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10482/6833Copyright (c) 2018 Lara Barros Martins, Thaís Zerbini, Francisco José Medinahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMartins, Lara BarrosZerbini, ThaísMedina, Francisco José2023-07-18T19:37:01Zoai:ojs.editorarevistas.mackenzie.br:article/10482Revistahttp://editorarevistas.mackenzie.br/index.php/ptp/indexPRIhttp://editorarevistas.mackenzie.br/index.php/ptp/oairevistapsico@mackenzie.br1980-69061516-3687opendoar:2023-07-18T19:37:01Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)false
dc.title.none.fl_str_mv Course Reaction Scale in E-Learning: Adaptation and Factor Structure
Escala de Reacción al Curso en Enseñanza Virtual: Adaptación y Estructura Factorial
Escala de Reação ao Curso em Educação a Distância: Adaptação e Estrutura Fatorial
title Course Reaction Scale in E-Learning: Adaptation and Factor Structure
spellingShingle Course Reaction Scale in E-Learning: Adaptation and Factor Structure
Martins, Lara Barros
educação à distância
avaliação
reação
escala
efetividade de treinamento
educación a distancia
evaluación
satisfacción
escala
eficacia de la formación
distance education
evaluation
satisfaction
scale
effectiveness of training
title_short Course Reaction Scale in E-Learning: Adaptation and Factor Structure
title_full Course Reaction Scale in E-Learning: Adaptation and Factor Structure
title_fullStr Course Reaction Scale in E-Learning: Adaptation and Factor Structure
title_full_unstemmed Course Reaction Scale in E-Learning: Adaptation and Factor Structure
title_sort Course Reaction Scale in E-Learning: Adaptation and Factor Structure
author Martins, Lara Barros
author_facet Martins, Lara Barros
Zerbini, Thaís
Medina, Francisco José
author_role author
author2 Zerbini, Thaís
Medina, Francisco José
author2_role author
author
dc.contributor.author.fl_str_mv Martins, Lara Barros
Zerbini, Thaís
Medina, Francisco José
dc.subject.por.fl_str_mv educação à distância
avaliação
reação
escala
efetividade de treinamento
educación a distancia
evaluación
satisfacción
escala
eficacia de la formación
distance education
evaluation
satisfaction
scale
effectiveness of training
topic educação à distância
avaliação
reação
escala
efetividade de treinamento
educación a distancia
evaluación
satisfacción
escala
eficacia de la formación
distance education
evaluation
satisfaction
scale
effectiveness of training
description This paper aims to adapt and analyze the factor structure and psychometric properties of the Reaction to Instructional Proceedings Scale in Distance Education (ERPI-EAD and its relation with the effectiveness of training at work. In total, 3,600 employees from a Brazilian public bank participated in this study by answering the ERPI-EAD after taking part in an online course. We measured training transfer with a self-evaluation scale. Internal consistency, confirmatory factor analysis, and multiple regressions were conducted. A one-factor structure and a high level of fit for the model were found. The participants’ satisfaction with the course was related to the effectiveness of training. We suggest using the ERPI-EAD as a reliable and valid measure that predicts the effectiveness of training, can contribute to collect relevant information to improve instructional aspects and ensure better performance results in the workplace.
publishDate 2018
dc.date.none.fl_str_mv 2018-03-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10482
10.5935/1980-6906/psicologia.v20n1p223-234
url http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10482
identifier_str_mv 10.5935/1980-6906/psicologia.v20n1p223-234
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10482/6832
http://editorarevistas.mackenzie.br/index.php/ptp/article/view/10482/6833
dc.rights.driver.fl_str_mv Copyright (c) 2018 Lara Barros Martins, Thaís Zerbini, Francisco José Medina
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Lara Barros Martins, Thaís Zerbini, Francisco José Medina
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Editora Mackenzie
publisher.none.fl_str_mv Editora Mackenzie
dc.source.none.fl_str_mv The Journal Of Psychology: Theory and Practice ; Vol. 20 No. 1 (2018); 211-234
Revista Psicología: Teoría y Práctica; Vol. 20 Núm. 1 (2018); 211-234
Revista Psicologia: Teoria e Prática; v. 20 n. 1 (2018); 211-234
1980-6906
1516-3687
reponame:Psicologia (Universidade Presbiteriana Mackenzie. Online)
instname:Universidade Presbiteriana Mackenzie (UPM)
instacron:UPM
instname_str Universidade Presbiteriana Mackenzie (UPM)
instacron_str UPM
institution UPM
reponame_str Psicologia (Universidade Presbiteriana Mackenzie. Online)
collection Psicologia (Universidade Presbiteriana Mackenzie. Online)
repository.name.fl_str_mv Psicologia (Universidade Presbiteriana Mackenzie. Online) - Universidade Presbiteriana Mackenzie (UPM)
repository.mail.fl_str_mv revistapsico@mackenzie.br
_version_ 1797051377509203968

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