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Journal of Computing in Higher Education

13.10.2023

Validation of self-efficacy questionnaire of online learning for students with disabilities in higher education

verfasst von: Tuba Gezer, Stella Y. Kim, Othelia EunKyoung Lee

Erschienen in: Journal of Computing in Higher Education

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Abstract

Considering the rise of online education and an increasing number of students with disabilities in higher education, examining the validity of the Self-efficacy Questionnaire for Online Learning (SeQoL) for students with disabilities is warranted. The purpose of this study is to examine the reliability and validity of (SeQoL; Shen et al., 2013) for students with disabilities in higher education. We analyzed the internal structure, convergent validity, criterion validity, and reliability of SeQoL. A sample of 278 students with disabilities responded to an online survey in Spring 2021. Most of our sample were female, White, and undergraduate students. We used confirmatory factor analysis, correlation, multivariate analysis of variance, and Cronbach’s alpha to analyze the data. Our results indicated that data fit the five factors model with 25 items. Students who preferred online or hybrid courses had significantly higher online learning self-efficacy than face-to-face courses. Limitations and future research were discussed.

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Titel: Validation of self-efficacy questionnaire of online learning for students with disabilities in higher education
verfasst von: Tuba Gezer
Stella Y. Kim
Othelia EunKyoung Lee
Publikationsdatum: 13.10.2023
Verlag: Springer US
Erschienen in: Journal of Computing in Higher Education
Print ISSN: 1042-1726
Elektronische ISSN: 1867-1233
DOI: https://doi.org/10.1007/s12528-023-09386-x

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