Instrument for the Evaluation of Online Learning in Peruvian Universities

Laburpena

The work presents the results of the process of creation and provision of the psychometric characteristics of an evaluation instrument for the development of online sessions in teaching and learning inhigher education in Peru. Although some universities in the world had already been implementing thehalf face-to-face and half online education model, known as hybrid (blended learning, in its Anglo-Saxon term), the pandemic (Carvalho et al., 2020) has strengthened this model. But, both the face-to-faceand virtual models and, currently, hybrid, use -or should use- different methodologies and pedagogiesto achieve (Unesco, 2020), first of all, the common objective that is the acquisition of knowledge. Tomeasure the quality of these new virtual learning processes, instruments are needed to verify and validate the results (Niño et al., 2019). In this sense, the stage of validity and reliability of the instrument isanalyzed, processing the responses of students from fourteen Peruvian universities. For the reliabilityof the instrument, the method of split halves with Pearson and Cronbach’s Alpha ratified by the Guttmancoefficient was used. For the Exploratory Factorial analysis, the KMO contrast (Kaiser-Meyer-Olkin)and the Bartlett test were used. In the rotation method for convergence with Varimax with Kaiser normalization and the confirmatory factor analysis, the AMOS23 tool was used, using two models to comparethe best fit indicators as a result. The results show the identification of characteristics, highlighting somesuch as frequent or startup activities, execution of synchronous sessions, monitoring of asynchronousactivities and evaluation with evidence or products. The indicators related to the development of theonline sessions are discussed, where these reagents evaluate the practical part of the teaching-learning process. Among the conclusions, it is highlighted that the validity lies in the appropriateness andcredibility of the interpretations of the scores, or the information compiled in an instrument, such as theone proposed, about student learning carried out through virtual environments.