Learning and teaching are considered to be the main activities in higher education. The environment in which these activities take place is rapidly changing and it is getting more and more oriented towards teaching with the help of the new technologies, namely e-learning system, relying not only on technical skills but also on motivation and contextualisation. In the paper, different views towards the quality of e-learning have been presented, and the research regarding the quality of the e-learning Omega system (Moodle) conducted at the Faculty of Humanities and Social Sciences, University of Zagreb presented in relation to different European policies.
Today e-learning systems take important place in formal and less formal educational setting. The first generation of e-learning systems often missed social context and had lack of credibility 1 , with exaggerated expectations. Therefore, a number of guidelines, recommendations and surveys aimed to elaborate on quality of e-learning systems. As in Stephenson 2 , the quality is easier to describe, than to define, including great number of indicators ranging from purpose, clarity, relevance, technical skills, ease of implementation and consequences up to notions of context, ethics, then cost effectiveness, etc.
It is often assumed that survey results reflect only the quality of the sample and the underlying measuring instruments used in the survey. However, various phenomena can affect the results, but these influences are often neglected when conducting surveys. This study aimed to test the influences of various method effects on survey results. We tested the influences of the following method effects: item wording, confirmatory bias, careless responding, and acquiescence bias. Using a split-ballot survey design with online questionnaires, we collected data from 791 participants. We tested if these method effects had an influence on mean values, item correlations, construct correlations, model fits, and construct measurement invariance. The instruments used to test these influences were from the domain of personality and gender inequality, and their items were adapted based on the method effect tested. All tested method effects, except careless responding, had a statistically significant effect on at least one component of the analysis. Item wording and confirmatory bias affected mean values, model fit, and measurement invariance. Controlling for acquiescence bias improved the fit of the model. This paper confirms that the tested method effects should be carefully considered when using surveys in research, and suggests some guidelines on how to do so.
Cilj je ove studije ispitati hipotezu o medijaciji neoseksističkih stavova adolescenata u odnosu uporabe seksualiziranih medija (uključujući pornografiju) i prihvaćanja mitova o silovanju. Analizirani podaci prikupljeni su u tri vala longitudinalnog istraživanja na uzorku učenika zagrebačkih srednjih škola (136 mladića i 326 djevojaka). Testirana hipoteza o medijaciji nije potvrđena, no ustanovljene su neke spolno-specifične longitudinalne povezanosti konzumacije medija i pornografije s neoseksističkim stavovima i prihvaćanjem mitova o silovanju. Utvrđeno je da je viši stupanj neoseksizma karakterističan za djevojke (no ne i mladiće), koje više prihvaćaju mitove o silovanju. Nadalje, uporaba pornografije i ostalih seksualiziranih medija većinom se nije pokazala prediktivnom za prihvaćanje mitova o silovanju, a ni za negativna uvjerenja o statusu žena u modernim društvima (neoseksizam). Iznimka su gledanje filmova i serija na televiziji i internetu, što je među mladićima bilo pozitivno povezano s većim stupnjem neoseksizma, te uporaba pornografije, koja je kod djevojaka bila negativno povezana s prihvaćanjem mitova o silovanju žena. Nalazi ove studije upućuju na važnost daljnjega proučavanja uporabe seksualiziranih medija među mladima i identificiranja čimbenika povezanih s prihvaćanjem mitova o silovanju, no uzimajući u obzir moguće moderatorske prinose obiteljske i vršnjačke socijalizacije adolescenata.
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