Abstract
As the presence of online and hybrid coursework at institutions of higher education has increased, so too has interest in understanding how personal and contextual factors influence perceptions of instructional support. The purpose of the present study was to examine measurement invariance using multigroup confirmatory factory analysis (MGCFA) regarding instructional support, including relevance and autonomy in a sample of 291 graduate students (N=219 for the traditional education group and N=72 for the distance education group) enrolled in an introductory research methods course. MGCFAs were performed to test the equality of factor loadings and correlations among the two groups. Results demonstrate that the groups differed with respect to several model parameters. Implications for research, theory, and practice are discussed.
| Original language | American English |
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| State | Published - Apr 2013 |
| Event | Symposium conducted at the national meeting of the American Educational Research Association - Duration: Apr 1 2013 → … |
Conference
| Conference | Symposium conducted at the national meeting of the American Educational Research Association |
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| Period | 04/1/13 → … |
Keywords
- Instructional support
- MGCFA
- Multigroup confirmatory factory analysis
- Online and distance education
DC Disciplines
- Curriculum and Instruction
- Curriculum and Social Inquiry
- Educational Assessment, Evaluation, and Research
- Educational Methods