Abstract
Over the last few decades, distance education and distance learning have assumed a relevant role in education paradigms. To evaluate the perception and preferences of the psychosocial online learning environment by Portuguese post-secondary higher education, the Distance Education Learning Environments Survey (DELES) was applied in a Portuguese context. This article describes the adaptation and validation of DELES to be used in distance and hybrid education psychosocial learning environments in Portugal. The results suggested five scales rather than the six of the original DELES. The Internal consistency values were all good or excellent. However, a second-order principal component analysis (PCA) suggested that the scales might also be scored and used as a unidimensional measure. Beyond investigating the DELES-Pt “actual” form concerning students’ perceptions of the learning environment, we also studied psychometric features of the DELES-Pt “preferred” form regarding students’ preferred learning environment. The results were like those achieved with the actual form in other investigations. When both forms were compared, a significant discrepancy was observed between students’ perceptions and preferences. The implications of these findings for applied settings are discussed. DELES-Pt forms demonstrated adequate reliability and validity; however, further studies with the DELES-Pt are needed to compare with our data.
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Appendix: DELES-Pt in European Portuguese
Appendix: DELES-Pt in European Portuguese
Questionário de Avaliação da Aprendizagem em Ambiente de Ensino à Distância (DELES-Pt) / Distance Education Learning Environments Survey (DELES-Pt).
Formulário atual / Actual Form
Instruções para o estudante
Este questionário contém 33 afirmações sobre as práticas que ocorrem nesta unidade curricular, seguido por oito preposições que procuram averiguar a sua opinião sobre o ensino à distância.
Não há respostas “certas” ou “erradas”. A sua opinião é o que se deseja em cada item. Por favor, pense no que cada afirmação descreve e o que ela representa nesta disciplina.
Nesta disciplina… | ||||||
---|---|---|---|---|---|---|
1. | Se tiver uma dúvida, o(a) professor(a) arranja tempo para me responder. | 1 | 2 | 3 | 4 | 5 |
2. | O(A) professor(a) ajuda-me a identificar as áreas em que tenho problemas no meu estudo. | 1 | 2 | 3 | 4 | 5 |
3. | O(A) professor(a) responde prontamente às minhas questões. | 1 | 2 | 3 | 4 | 5 |
4. | O(A) professor(a) dá-me opiniões úteis sobre os meus trabalhos. | 1 | 2 | 3 | 4 | 5 |
5. | O(A) professor(a) responde adequadamente às minhas questões. | 1 | 2 | 3 | 4 | 5 |
6. | O(A) professor(a) encoraja a minha participação. | 1 | 2 | 3 | 4 | 5 |
7. | É fácil entrar em contacto com o(a) professor(a). | 1 | 2 | 3 | 4 | 5 |
8. | O(A) professor(a) faculta opiniões positivas e negativas sobre o meu trabalho. | 1 | 2 | 3 | 4 | 5 |
9. | Trabalho com outros colegas. | 1 | 2 | 3 | 4 | 5 |
10. | Relaciono o meu trabalho com o trabalho de outros colegas. | 1 | 2 | 3 | 4 | 5 |
11. | Partilho informação com outros estudantes. | 1 | 2 | 3 | 4 | 5 |
12. | Discuto as minhas ideias com outros estudantes. | 1 | 2 | 3 | 4 | 5 |
13. | Colaboro com outros colegas nas aulas. | 1 | 2 | 3 | 4 | 5 |
14*. | O trabalho de grupo constitui uma parte das minhas atividades. | 1 | 2 | 3 | 4 | 5 |
15. | Consigo relacionar o que aprendi com a minha vida fora da Universidade. | 1 | 2 | 3 | 4 | 5 |
16. | Sou capaz de desenvolver temas que me interessem. | 1 | 2 | 3 | 4 | 5 |
17. | Consigo conciliar os estudos com as minhas atividades fora das aulas. | 1 | 2 | 3 | 4 | 5 |
18. | Aplico as minhas experiências quotidianas nas aulas. | 1 | 2 | 3 | 4 | 5 |
19. | Ligo o trabalho das aulas à minha vida fora da Universidade. | 1 | 2 | 3 | 4 | 5 |
20. | Aprendo coisas sobre o mundo fora da Universidade. | 1 | 2 | 3 | 4 | 5 |
21. | Aplico as minhas experiências externas ao contexto de aulas. | 1 | 2 | 3 | 4 | 5 |
22. | Estudo casos reais relacionados com a disciplina. | 1 | 2 | 3 | 4 | 5 |
23. | Utilizo factos reais nas atividades da disciplina. | 1 | 2 | 3 | 4 | 5 |
24. | Faço trabalhos que implicam lidar com informação do mundo real. | 1 | 2 | 3 | 4 | 5 |
25. | Trabalho com exemplos reais. | 1 | 2 | 3 | 4 | 5 |
26. | Entro no mundo real do tema de estudo. | 1 | 2 | 3 | 4 | 5 |
27. | Exploro as minhas próprias estratégias de aprendizagem. | 1 | 2 | 3 | 4 | 5 |
28. | Procuro as minhas próprias respostas. | 1 | 2 | 3 | 4 | 5 |
29. | Resolvo os meus próprios problemas. | 1 | 2 | 3 | 4 | 5 |
30. | Tomo decisões acerca da minha aprendizagem. | 1 | 2 | 3 | 4 | 5 |
31. | Trabalho em momentos que considero convenientes. | 1 | 2 | 3 | 4 | 5 |
32. | Tenho controlo sobre a minha aprendizagem. | 1 | 2 | 3 | 4 | 5 |
33. | Desempenho um papel importante na minha aprendizagem. | 1 | 2 | 3 | 4 | 5 |
34. | Eu abordo a aprendizagem à minha maneira. | 1 | 2 | 3 | 4 | 5 |
Os seguintes itens estão relacionados com o teu nível de satisfação no ensino à distância. | ||||||
35. | O ensino à distância é estimulante. | 1 | 2 | 3 | 4 | 5 |
36. | Eu prefiro a modalidade de ensino à distância. | 1 | 2 | 3 | 4 | 5 |
37. | O ensino à distância é entusiasmante. | 1 | 2 | 3 | 4 | 5 |
38. | O tempo gasto no ensino à distância é proveitoso. | 1 | 2 | 3 | 4 | 5 |
39. | Eu gosto de estudar na modalidade à distância. | 1 | 2 | 3 | 4 | 5 |
40. | Aguardo com expetativa a aprendizagem na modalidade E-learning. | 1 | 2 | 3 | 4 | 5 |
41. | Eu aproveitaria mais se todas as aulas fossem por E-learning. | 1 | 2 | 3 | 4 | 5 |
42. | Estou satisfeito(a) com a minha turma. | 1 | 2 | 3 | 4 | 5 |
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Pereira, A.S., Gomes, R.M., Marques, D.R. et al. Psychometric Properties of the European Portuguese Version of the Distance Education Learning Environments Survey (DELES). Curr Psychol 40, 367–378 (2021). https://doi.org/10.1007/s12144-018-9919-2
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DOI: https://doi.org/10.1007/s12144-018-9919-2