CONTENT VALIDITY OF THE QUESTIONNAIRE ON LEARNING EXPERIENCES ASSOCIATED WITH THE USE OF DIGITAL INFORMATION AND COMMUNICATION TECHNOLOGIES BY UNDERGRADUATES

Year 2015, Volume: 3 , 66 - 73, 01.09.2015

Algeless Milka Pereira Meireles Da Sılva César Coll

Abstract

This
work aims to analyze the validity of the content of the structured
questionnaire for identifying learning experiences associated with the use of
digital information and communication technologies (DICT) by undergraduates. It
also integrates the pilot study carried out within the framework of a larger
study on the construction of learner identity through participation in the
learning activities mediated by the TDIC. The content validity allows us to
analyze the adequacy of the data collection instruments, taking into account
the theoretical concepts proposed for evaluation. The methodology of the work
is carried out in two phases. In the first phase, the structured questionnaire
is elaborated according to institutional reports on the use of the DICT and the
results of research on the theoretical concepts of interest that have been
published in scientific databases. The second phase consists of carrying out an
expert judgment for evaluating the instrument. The group of judges is comprised
of 10 people: 5 professionals that have knowledge of the subject and 5
undergraduates from several courses to give us relevant information on the
clarity of the instrument. The participants are given a document describing the
questionnaire (purpose, theoretical concepts and dimensions of interest) and an
instrument to assess each of the items within it. The indices of agreement
between the judges are calculated for the questionnaire in totality and for the
dimensions studied, and individual interviews are conducted to discuss
controversial questions. We find an acceptable index of agreement (higher to
80%) and consider that the participation of the judges from the profile
specified has the potential to give us relevant information for constructing
the structured questionnaire for use in research. 

Keywords

Content validity, structured questionnaire, digital information and communication technologies (DICT)

References

• Aldana, M., Campos, V. H. & Valdés, A. (2015). Experiencias subjetivas de aprendizaje en la construcción de la Identidad de Aprendiz. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 11(2), 6-10. Alexandre, N. M. C. & Coluci, M. Z. O. (2011). Validade de conteúdo nos processos de construção e adaptação de instrumentos de medidas. Ciencias & Saúde Coletiva, 16(7), 3061-3068. Bolliger, D. U. & Wasilik, O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30(1), 103-116. Castells, M. (1999). La era de la información: Economía, sociedad y cultura. La sociedad red, Vol I. Madrid: Alianza. Centro de Estudos sobre as Tecnologias da Informação e da Comunicação [CETIC.br]. (2010). Survey on the use of information and communication technologies in Brazil: 2005-2009. São Paulo: Comitê Gestor da Internet no Brasil. Centro de Estudos sobre as Tecnologias da Informação e da Comunicação [CETIC.br]. (2013). ICT household and enterprises 2013: survey on the use of Information and Communication Technologies in Brazil. São Paulo: Comitê Gestor da Internet no Brasil. Coll, C. (2004). Psicología de la educación y prácticas educativas mediadas por las tecnologías de la información y la comunicación: una mirada constructivista. Sinéctica, 25, 1-24. Coll, C. & Falsafi, L. (2010). Learner Identity: an educational and analytical tool. Revista de Educación, 353, 211-233. Coll, C. (2013). El currículo escolar en el marco de la nueva ecología del aprendizaje. Aula de innovación educativa, 219, 31-36. Coll, C., & Engel, A. (2014). Making meaning through joint activity in Computer-Supported Collaborative Learning (CSCL) settings: the interplay between content-related and activity-related talk. Anales de Psicología, 30(3), 818-831. Coll, C., Mauri, T. & Onrubia, J. (2008). El análisis de los usos reales de las TIC en contextos educativos formales: una aproximación socio-cultural. Revista Electrónica de Investigación Educativa, 10(1), 1-18. Coll, C., Rochera, M. J.; Mayordomo, R. & Naranjo, M. (2007). Continuous assessment and support for learning: an experience in educational innovation with ICT support in higher education. Electronic Journal of Research, 5(3), 783-804. Coll, C., Colomina, R., Onrubia, J. & Rochera, M. J. (1992). Actividad conjunta y habla : una aproximación al estudio de los mecanismos de influencia educativa. Infancia y Aprendizaje. Journal for the study of Education and Development, Special Edition 59(60), 189-232. Colomina, R., Onrubia, J. & Rochera, M. J. (2001). Interactividad, mecanismos de influencia educativa y construcción del conocimiento en el aula. In : C. Coll, J. Palacios & a. Marchesi (Eds.). Desarrollo psicológico y educación 2: psicología de la educacional escolar (pp. 437-458). Madrid : Alianza Editorial. Erstad, O., Gilje, O. & Arnseth, H. C. (2013). Vidas de aprendizaje conectadas: jóvenes digitales en espacios escolares y comunitarios. Comunicar, 40, 89-98. Escobar-Pérez, J. & Cuervo-Martínez, A. (2008). Validez de contenido y juicio de expertos: una aproximación a su utilización. Avances en medición, 6, 27-36. España. Ministerio de Industria, Turismo y Comercio. Observatorio Nacional de las Telecomunicaciones y de la Sociedad de la Información (2006). Perfil sociodemográfico de los internautas, actıvıdades realızadas en ınternet. Sub-Dirección General de Desarrollo Normativo Informes y Publicaciones, Centro de publicaciones: Madrid. España. Ministerio de Industria, Energía, y Turismo. Observatorio Nacional de las Telecomunicaciones y de la Sociedad de la Información (2014). La sociedad en red: informe anual 2013. Sub-Dirección General de Desarrollo Normativo Informes y Publicaciones, Centro de publicaciones: Madrid. España. Ministerio de Industria, Energía, y Turismo. Observatorio Nacional de las Telecomunicaciones y de la Sociedad de la Información (2015). Perfil sociodemográfico de los internautas, análisis de datos INE 2014. Sub-Dirección General de Desarrollo Normativo Informes y Publicaciones, Centro de publicaciones: Madrid. Eynon, R. (2009). Mapping the digital divide in Britain: implications for learning and education. Learning, Media and Technology, 34(4), 277-290. Falsafi, L. & Coll, C. (2010). La construcción de la identidad de aprendiz: coordenadas espacio-temporales. In J. I. Pozo y C. Monereo (Coords.) La identidad en Psicología de la Educación: necesidad, utilidad y límites (pp. 77-98). Barcelona: Narcea. Falsafi, L. (2011). Learner Identity: a sociocultural approach to how people recognize and construct themselves as learners (Tesis doctoral). Universidad de Barcelona, Barcelona. Ito, M.; Horst, H. Bittanti, M. Boyd, D. Herr-Stephenson, B. Lange, P. G. Pascoe, C. J. & Robinson, L. (2008). Living and learning with new media: summary of findings from the digital youth project. MacArthur Foundation Reports on Digital Media and Learning. Kirkwood, A. (2008). Getting it from the Web: why and how online resources are used by independent undergraduate learners. Journal of Computer Assisted Learning, 24, 372-382. Lave, J. & Wenger, E. (1991). Situated learning: legitimate peripheral participation. Nueva York: Cambridge University Press. Leontiev, A. N. (1979). The problem of activity in psychology. In J.V. Wertsch (Ed.). The concept of activity in Soviet psychology (pp. 37-71). Armonk, NY: Sharpe. Macleod, H., Haywood, D., Haywood, J. & Anderson, C. (2002). Gender & information & communications technology-A 10-year study of new undergraduates. TechTrends, 46(6), pp 11-15. Marriot, N., Marriot, P. & Selwyn, N. (2004). Accounting undergraduates' changing use of ICT and their views on using the Internet in higher education: a research note. Accounting Education: an international journal 13(1), 117-130. Mauri, T. & Clarà, M. (2012). Ayuda educativa entre iguales en tareas de escritura colaborativa on-line: un estudio de las relaciones entre presencia docente y presencia cognitiva. Cultura y Educación, 24(3), 337-350. Polit D. F., Beck C. T. (2006). The content validity index: are you sure you know what’s being reported? Critique and recomendationas. Research in Nursing & Health, 29, 489-497. Polit D. F., Beck C. T. & Owen, S. V. (2007). Focus on research Methods: is the CVI an acceptable indicator of content validity? Appraisal and recommendations. Research in Nursing & Health, 30, 459-467. Rubio D. M., Berg-Weger M, Tebb S. S, Lee S, Rauch S. (2003). Objectifying content validity: conducting a content validity study in social work research. Soc Work Res, 27(2), 94-105. Sefton-Green, J. (2004). Literature Review in Informal Learning with Technology Outside School. A NESTA Futurelab Series - Report 7. Selwyn, N. (2008). An investigation of differences in undergraduates’ academic use of the internet. Active Learning in Higher Education, 9(1), 11-22. Tapia, J. M. (2009). Diagnóstico de los usos e incorporación de las TIC en un escenario universitario. In: F. Díaz Barriga, G. Hernández y M. C. Rigo. Aprender y enseñar con TIC en educación superior: contribuciones del socio-constructivismo (pp. 207-240). Universidad Autónoma de México: México. Tella, A., Mutula, S. M. (2008). Gender differences in computer literacy among undergraduate students at the University of Botswana: implications for library use. Malaysian Journal of Library & Information Science, 13(1), 59-76.