Assessing Teachers’ Practices in Providing Inclusive Online Education: Development and Validation of an Instrument Based on Inclusive Practices among Teachers in Malaysia
Year: 2023
Type: article
Abstract: All students should have equal opportunities to pursue education. When the COVID-19 pandemic began, almost all teaching activities had to be switched from the traditional face-to-face format to digital platforms. Although it is now the post-pandemic period, many online teaching and learning practices have been maintained. It is, therefore, crucial to ensure that teachers are doing their best to make online teaching inclusive, and an instrument assessing their practices is essential. This study aims to develop this instrument and validate it. Referring to relevant works and universal design for learning (UDL) guidelines, we developed an instrument that consists of five domains: affective, behavioural, cognitive, competence and awareness. Through expert assessment of face, content and construct validity, a pilot study, and data analysis of 505 respondents teaching in different educational levels from primary schools to higher institutions in Malaysia, using exploratory factor analysis (EFA) and correlational testing, the findings show that the instrument has high validity and reliability in assessing teachers’ practices in delivering inclusive online education. While the instrument has implications for policymakers and researchers, it needs further validation in the context of different countries. Necessary amendments might be required to make it more context specific.
Source: Education Sciences
Authors: Way Kiat Bong, Kah Heng Chua
Institutions: OsloMet – Oslo Metropolitan University, University of Malaya
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: gold
Estimated APC paid: $1,557
OpenAlex ID: W4386600880