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Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

Development and Validation of an Instrument for Online Learning Fatigue in Higher Education

Ufuk Tugtekin
Copyright: © 2022 |Pages: 21
ISBN13: 9781799887010|ISBN10: 1799887014|ISBN13 Softcover: 9781799887027|EISBN13: 9781799887034
DOI: 10.4018/978-1-7998-8701-0.ch028
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MLA

Tugtekin, Ufuk. "Development and Validation of an Instrument for Online Learning Fatigue in Higher Education." Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments, edited by Gürhan Durak and Serkan Çankaya, IGI Global, 2022, pp. 566-586. https://doi.org/10.4018/978-1-7998-8701-0.ch028

APA

Tugtekin, U. (2022). Development and Validation of an Instrument for Online Learning Fatigue in Higher Education. In G. Durak & S. Çankaya (Eds.), Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments (pp. 566-586). IGI Global. https://doi.org/10.4018/978-1-7998-8701-0.ch028

Chicago

Tugtekin, Ufuk. "Development and Validation of an Instrument for Online Learning Fatigue in Higher Education." In Handbook of Research on Managing and Designing Online Courses in Synchronous and Asynchronous Environments, edited by Gürhan Durak and Serkan Çankaya, 566-586. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8701-0.ch028

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Abstract

The rapid and relatively compulsory integration of learning management systems (LMS) in educational settings has triggered the everchanging needs once again to assess the potential negative outcomes of online learning environments amid the COVID-19 pandemic. This study presents the rationale for developing an instrument for doing such an assessment, and the research demonstrates evidence of reliability and validity qualifications in assessing the fatigue resulting from the excessive online learning experience in higher education. The instrument consists of 28 items and seven factors. The data were collected via learning management systems from a sample of 884 online learning experienced students in higher education. Results of factor analyses revealed that the scale demonstrated no indication of deficiency in reliability or validity when evaluating the fatigue levels resulting from the excessive online learning experience. Consequently, the scale could be used to assess and improve the fatigue levels of individuals who experienced excessive online learning in higher education.

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