TY - JOUR
T1 - Development and validation of a PLE scale from academic administrative perspective (PLES-AA) in tertiary education
T2 - A pilot study in China
AU - Xu, Xiaoshu
AU - Kolletar-Zhu, Kimberly
AU - Liu, Jia
AU - Zhang, Yunfeng
AU - Cai, Na
N1 - Publisher Copyright:
© 2022 Xu et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
PY - 2022/8
Y1 - 2022/8
N2 - The study aims to construct and validate a rubric to assess the effectiveness of PLEs from an academic administrative perspective (PLER-AA) in tertiary education in China. A qualitative-quantitative sequential mixed-method design was used for the scale validation. A total of 206 teachers and administrative staff participated in the Confirmative Factor Analysis (CFA), which supported the 4-dimensional scale, with policy (n = 4), program design (n = 4), curriculum/instruction (n = 4), and capacity (n = 4). Meanwhile, another 189 teachers and administrative staff participated in the current sequence of PLE applications in higher education surveys, revealing a developing phase in China. Consequently, the rubric can be used as a benchmark that provides insight to educators and administrators in developing PLEs in tertiary education in China and worldwide.
AB - The study aims to construct and validate a rubric to assess the effectiveness of PLEs from an academic administrative perspective (PLER-AA) in tertiary education in China. A qualitative-quantitative sequential mixed-method design was used for the scale validation. A total of 206 teachers and administrative staff participated in the Confirmative Factor Analysis (CFA), which supported the 4-dimensional scale, with policy (n = 4), program design (n = 4), curriculum/instruction (n = 4), and capacity (n = 4). Meanwhile, another 189 teachers and administrative staff participated in the current sequence of PLE applications in higher education surveys, revealing a developing phase in China. Consequently, the rubric can be used as a benchmark that provides insight to educators and administrators in developing PLEs in tertiary education in China and worldwide.
UR - http://www.scopus.com/inward/record.url?scp=85135599511&partnerID=8YFLogxK
U2 - 10.1371/journal.pone.0272214
DO - 10.1371/journal.pone.0272214
M3 - Article
C2 - 35930541
AN - SCOPUS:85135599511
SN - 1932-6203
VL - 17
JO - PLoS ONE
JF - PLoS ONE
IS - 8 August
M1 - e0272214
ER -