Scale of strategies and motivation for learning in virtual environments

BELUCE, ANDREA CARVALHO; OLIVEIRA, KATYA LUCIANE DE

doi:10.1590/S1413-24782016216631

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ARTICLES • Rev. Bras. Educ. 21 (66) • Jul-Sep 2016 • https://doi.org/10.1590/S1413-24782016216631 copy

Scale of strategies and motivation for learning in virtual environments

Authorship SCIMAGO INSTITUTIONS RANKINGS

ABSTRACT

This study aimed to build and to gather evidence of validity for a scale of teaching, learning and motivational strategies for learning in online learning environments (EEAM-AVA). To investigate evidence for the validity of the scale, the internal structure and dimensions that emerged during this study were considered. Participating in the survey were 572 students enrolled on courses in mediated virtual learning environments. The research instrument was built using a scale of forty five items. The analysis of the data collected showed a structure of five dimensions, all with acceptable levels of inner consistency, indicating the validity of the scale and its psychometric properties. Additional studies to revise and improve the items presented on the scale were recommended. It is hoped that the results may be of benefit for educators and psychologists who research questions investigated in this study.

KEYWORDS:
psychometric scale; learning in virtual environments; motivation; distance education

Item	Question	Type	Factorial Load
24	I participate in the discussion forums because the debates help deepen my understanding of the contents studied.	Autonomous motivation	0.403 / 0.437
25	I undertake the activities proposed in the course environment because they encourage reflection on my pedagogical practice.	Autonomous motivation	0.432
26	I participate in the group activities because they are opportunities to broaden my knowledge.	Autonomous motivation	0.424
30	I follow the guidance on content and activities proposed because I believe that participating in and attending the course's environment are necessary to learning.	Autonomous motivation	0.396
31	I comment in the debates held in the discussion forums for the pleasure of involvement in interesting discussions with professors and colleagues.	Autonomous motivation	0.356 / 0.470
38	I enrolled in this course because I want to show myself that I am capable of participating in courses offered in virtual environments.	Controlled motivation	0.507
42	I enrolled in this course because, when I am participating in academic activities, I feel that I am important.	Controlled motivation	0.513

Item	Question	1	2	3	4	5	Total value subscale
1	The sending and receiving of messages, undertaken since the beginning of the course, has contributed to bringing together colleagues and professors/tutors.	.585					1 Teaching strategies	α = 0.75
3	The questions proposed on the discussion forums lead to observation, analysis and reflection on the content proposed and on my professional practice.	.596
4	Sharing – on the discussion forums – my professional experiences with colleagues and professors, based on content worked with in the course, contributed to new learning.	.544
5	Feedback to my questions and requests occurs within an appropriate time and assists understanding the content and undertaking of the activities.	.614
6	Reporting in the logbook the strategies that I use in the course for understanding new knowledge helps me reflect on my learning.	.572
7	The evaluative feedback sent by the instructor/professor, referrring to the activities that I undertake is clear, precise and provides guidance.	.595
8	The conversations held in the chat rooms are essential for interaction with colleagues and teachers.	.373
9	Guidance for the appropriate use of the material and tools of the virtual environment, made available at the start of the activities, facilitates familiarization with the educational dynamic of the course.	.564
10	The selection and organization of the content and activities proposed during the course avoid overloading with information and tasks.	.554
36	I seek to interact with colleagues and professors and make use of the content provided in the course environment because studying is a source of satisfaction for me.		.470				2 Autonomous motivation	α = 0.64
39	I participate in this online course because studying is important to me.		.681
40	I am enrolled in this course because I believe that this study will contribute to my professional competence.		.584
43	I'm undertaking this course because I consider that studying is a privilege.		.602
44	I am participating in this course because I know that I need to update my knowledge to undertake my professional practice.		.653
21	I participate in the debates and discussions proposed on the discussion forum because I am evaluated.			.574			3 Controlled motivation	α = 0.68
22	I participate in the virtual courses because I can get a salary raise.			.614
23	I comment during chats and discussion forums because it is what is expected of me.			.601
27	I undertake the reading activities for the texts indicated because I am required to.			.544
32	I make comments during meetings held in the chat rooms because I want to avoid people considering me to be absent or an unproductive student.			.606
35	I participate in the activities, debates and virtual meetings because I want to receive a certificate.			.621
28	I feel that I really don't know why I am taking this course.				.585		4 Demotivation	α = 0.63
29	I enroll in virtual courses because I believe that I will not have many tasks to undertake.			.366	.356
37	I believe that participating in this course is a waste of time.				.654
41	I honestly don't know why I'm still accessing this course's page.				.711
19	I realize that I have had difficulty understanding the content worked on during the course.					.719	5 Monitoring of learning	α = 0.66
20	I realize that I had difficulty in developing comments on the issues discussed in the forums or chatrooms.					.782	5 Monitoring of learning	α = 0.66

r	1 Teaching Strategy	2 Autonomous Motivation	3 Controlled Motivation	4 Demotivation	5 Mon. Of Learning
1 Teaching Strategy	1	.285^** * Correlação significativa ao nível de α = 0,05.	-.035	-.103^* ** Correlação significativa ao nível de α = 0,01.	-.081
2 Autonomous Motivation	.285^** * Correlação significativa ao nível de α = 0,05.	1	-.020	-.160^** * Correlação significativa ao nível de α = 0,05.	-.041
3 Controlled Motivation	-.035	-.020	1	.342^** * Correlação significativa ao nível de α = 0,05.	.101^* ** Correlação significativa ao nível de α = 0,01.
4 Demotivation	-.103^* ** Correlação significativa ao nível de α = 0,01.	-.160^** * Correlação significativa ao nível de α = 0,05.	.342^** * Correlação significativa ao nível de α = 0,05.	1	.149^** * Correlação significativa ao nível de α = 0,05.
5 Monit. Of the Learning	-.081	-.041	.101^* ** Correlação significativa ao nível de α = 0,01.	.149^** * Correlação significativa ao nível de α = 0,05.	1

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[1] ABOUT THE AUTHORS

Andrea Carvalho Beluce has a master in education from the Universidade Estadual de Londrina (UEL).

Email: andreabeluce@gmail.com