Assessing Teachers’ Practices in Providing Inclusive Online Education
Development and Validation of an Instrument Based on Inclusive Practices among Teachers in Malaysia
Bibliographic Data
| ID | 22042491 |
|---|---|
| Authors | Way Kiat Bong (0000-0003-3714-123X, OsloMet – Oslo Metropolitan University, corresponding author), Kah Heng Chua (0000-0002-8429-9059, University of Malaya) |
| Year | 2023 |
| Volume | 13 |
| Issue | 9 |
| Pages | 918 |
| Publication date | 2023-09-08 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13090918 |
| OpenAlex | W4386600880 |
| Language | EN |
| References cited | 27 |
All students should have equal opportunities to pursue education. When the COVID-19 pandemic began, almost all teaching activities had to be switched from the traditional face-to-face format to digital platforms. Although it is now the post-pandemic period, many online teaching and learning practices have been maintained. It is, therefore, crucial to ensure that teachers are doing their best to make online teaching inclusive, and an instrument assessing their practices is essential. This study aims to develop this instrument and validate it. Referring to relevant works and universal design for learning (UDL) guidelines, we developed an instrument that consists of five domains: affective, behavioural, cognitive, competence and awareness. Through expert assessment of face, content and construct validity, a pilot study, and data analysis of 505 respondents teaching in different educational levels from primary schools to higher institutions in Malaysia, using exploratory factor analysis (EFA) and correlational testing, the findings show that the instrument has high validity and reliability in assessing teachers’ practices in delivering inclusive online education. While the instrument has implications for policymakers and researchers, it needs further validation in the context of different countries. Necessary amendments might be required to make it more context specific
Best practice · Construct validity · Content validity · Exploratory factor analysis · Exploratory research · Face validity · Mathematics education · Medical education · Political science · Psychometrics · Sociology · Validity · Computer Science · Impact of Education Environments · Medicine · Psychology · Social Psychology · Technology-Enhanced Education Studies
Health Measurement Scales
Designing for Transition
Experiences of Parents and Teachers with Virtual Classrooms during the Covid-19 Restrictions
Universal Design for Learning and Instruction
Reshaping Sustainable University Education in Post-Pandemic World
Online Education and the Covid-19 Outbreak
Barriers to Digital Higher Education Teaching and How to Overcome Them—Lessons Learned during the Covid-19 Pandemic
Students’ experience of online learning during the Covid‐19 pandemic
Attitudes, Traits, and Actions
Providing inclusive education through virtual classrooms
Decision‐making competence and cognitive abilities
Teacher attitudes and behavior toward the inclusion of children with social, emotional and behavioral difficulties in mainstream schools
Covid-19 Pandemic and Online Education
| Highly cited | No |
|---|