Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire

Higher Education must assume the commitment to provide quality education, as proposed by the UN in the 2030 Agenda. In this sense, dialogic learning stands out as a methodological strategy that promotes participation, communication and autonomous learning. This work aims to describe the design and v...

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Detalles Bibliográficos
Autores: Pegalajar, María Carmen, Amber, Diana, Martínez-Valdivia, Estefanía
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2024
País:España
Institución:Universidad de Jaén
Repositorio:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
OAI Identifier:oai:ruja.ujaen.es:10953/3318
Acceso en línea:https://hdl.handle.net/10953/3318
Access Level:acceso abierto
Palabra clave:Higher education
Learning
Teaching methods
Test validity
Psychometrics
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spelling Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a QuestionnairePegalajar, María CarmenAmber, DianaMartínez-Valdivia, EstefaníaHigher educationLearningTeaching methodsTest validityPsychometricsHigher Education must assume the commitment to provide quality education, as proposed by the UN in the 2030 Agenda. In this sense, dialogic learning stands out as a methodological strategy that promotes participation, communication and autonomous learning. This work aims to describe the design and validation process of an instrument that analyzes the university student's assessment of educational experiences based on dialogic learning. Taking the principles of dialogic learning as a reference for the design of the instrument, its content validity has been ensured by a panel of experts (n=9) through the Delphi method and the application of a pilot test to students of the Degree in Primary Education at the University of Jaén (n=132). For construct validity, the univariate normality of each of the items has been verified, as well as the application of the exploratory factor analysis model based on principal components and Varimax rotation and Pearson correlation analysis. Reliability analysis uses Cronbach's alpha coefficient and the two-half method. Results show an instrument with high reliability rates and positive internal consistency; it is made up of four factors, which are: contributions to learning, dialogue and communication skills, diversity and social inclusion, and dialogic reflection. It is a psychometrically robust tool, being an appropriate and necessary instrument to evaluate the impact of dialogic learning on university students, responding to some of the recommendations proposed by the United Nations to advance towards the achievement of the Sustainable Development Goals.PIMED12_202022 “Implementación de metodologías activas basadas en el aprendizaje dialógico para el Desarrollo Sostenible en estudiantes de los Grados de Educación”Gate Association for Teaching and Education202420242024info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/10953/3318reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaéninstname:Universidad de JaénInglésInternational Journal of Instructioninfo:eu-repo/semantics/openAccessoai:ruja.ujaen.es:10953/33182026-06-24T12:41:07Z
dc.title.none.fl_str_mv Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
title Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
spellingShingle Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
Pegalajar, María Carmen
Higher education
Learning
Teaching methods
Test validity
Psychometrics
title_short Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
title_full Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
title_fullStr Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
title_full_unstemmed Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
title_sort Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
dc.creator.none.fl_str_mv Pegalajar, María Carmen
Amber, Diana
Martínez-Valdivia, Estefanía
author Pegalajar, María Carmen
author_facet Pegalajar, María Carmen
Amber, Diana
Martínez-Valdivia, Estefanía
author_role author
author2 Amber, Diana
Martínez-Valdivia, Estefanía
author2_role author
author
dc.subject.none.fl_str_mv Higher education
Learning
Teaching methods
Test validity
Psychometrics
topic Higher education
Learning
Teaching methods
Test validity
Psychometrics
description Higher Education must assume the commitment to provide quality education, as proposed by the UN in the 2030 Agenda. In this sense, dialogic learning stands out as a methodological strategy that promotes participation, communication and autonomous learning. This work aims to describe the design and validation process of an instrument that analyzes the university student's assessment of educational experiences based on dialogic learning. Taking the principles of dialogic learning as a reference for the design of the instrument, its content validity has been ensured by a panel of experts (n=9) through the Delphi method and the application of a pilot test to students of the Degree in Primary Education at the University of Jaén (n=132). For construct validity, the univariate normality of each of the items has been verified, as well as the application of the exploratory factor analysis model based on principal components and Varimax rotation and Pearson correlation analysis. Reliability analysis uses Cronbach's alpha coefficient and the two-half method. Results show an instrument with high reliability rates and positive internal consistency; it is made up of four factors, which are: contributions to learning, dialogue and communication skills, diversity and social inclusion, and dialogic reflection. It is a psychometrically robust tool, being an appropriate and necessary instrument to evaluate the impact of dialogic learning on university students, responding to some of the recommendations proposed by the United Nations to advance towards the achievement of the Sustainable Development Goals.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
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status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/10953/3318
url https://hdl.handle.net/10953/3318
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv International Journal of Instruction
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Gate Association for Teaching and Education
publisher.none.fl_str_mv Gate Association for Teaching and Education
dc.source.none.fl_str_mv reponame:RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
instname:Universidad de Jaén
instname_str Universidad de Jaén
reponame_str RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
collection RUJA. Repositorio Institucional de la Producción Científica de la Universidad de Jaén
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