Abstract
This study delivers a comprehensive exploration of the construct validation of the LRR, employing a Modified Delphi study coupled with Confirmatory Factor Analysis and Structural Equation Modeling to analyze data. Through rigorous analysis involving 576 expert instructional designers, the study achieves consensus on the LRR’s multifaceted indicators, evidenced by high I-CVI values, confirming their relevance, appropriateness, and robustness. The combination of quantitative and qualitative data, including surveys, focus groups, and online document analysis, establishes the rubric’s validity and points to areas for refinement. Grounded in alignment with three well-established deeper learning theories (Generative Learning Theory, Cognitive Flexibility Theory, and Reflection Theory) and the RIDLR working group’s mission, this study solidifies the LRR as a crucial tool for assessing learning resources, offering significant insights for both theoretical understanding and practical application.
Department/Program
TILT
Submission Type
in-person poster
Date
4-10-2024
Rights
Copyright the Author(s)
Recommended Citation
Wang, Lei; Feldstein, Andrew; and Koszalka, Tiffany
(2024)
"Construct Validation of a Learning Resources Rubric [LRR]: A Modified Delphi Study,"
SACAD: John Heinrichs Scholarly and Creative Activity Days: Vol. 2024, Article 43.
Available at:
https://scholars.fhsu.edu/sacad/vol2024/iss2024/43
Included in
Educational Assessment, Evaluation, and Research Commons, Scholarship of Teaching and Learning Commons