Text and Alignment for the OTSECIS Scale
| Item | Subscale | Item Text |
|---|---|---|
| Q1 | CM | How much can you do to control disruptive behavior (e.g., disrespectful postings or failure to adhere to outline policies for posting) in an online environment? |
| Q2 | ENG | How much can you do to motivate students who show low interest in online work? |
| Q3 | ENG | How much can you do to get students to believe that they can do well in an online class? |
| Q4 | ENG | How much can you do to help online students value learning? |
| Q5 | IS | How much can you do to craft good questions for your online students? |
| Q6 | CM | How much can you do to get children to follow online classroom rules? |
| Q7 | CM | How much can you do to control students dominating online discussions? |
| Q8 | CM | How much can you do to establish an online course culture (e.g., convey expectations, standards, course rules) with each group of students? |
| Q9 | IS | How much can you do to use a variety of assessment strategies for an online course? |
| Q10 | IS | How much can you do to provide an alternative explanation or example when students in an online class seem to be confused? |
| Q11 | ENG | How much can you assist families in helping their children do well in school? |
| Q12 | IS | How much can you do to implement alternative strategies in your online classroom? |
| Q13 | INT | How much can you use asynchronous discussions (asynchronous means not online at the same time) to maximize student interactions in an online course? |
| Q14 | INT | How much can you use synchronous discussions (e.g. real time chat rooms, etc.) to maximize student interactions in an online class? |
| Q15 | INT | How much does your comfort level with technology facilitate student interactions in an online class? |
| Q16 | INT | How important is student interaction in an online class? |
| Q17 | INT | How much does online classroom interaction impact student grades and achievement? |
| Item | Subscale | Item Text |
|---|---|---|
| Q1 | CM | How much can you do to control disruptive behavior (e.g., disrespectful postings or failure to adhere to outline policies for posting) in an online environment? |
| Q2 | ENG | How much can you do to motivate students who show low interest in online work? |
| Q3 | ENG | How much can you do to get students to believe that they can do well in an online class? |
| Q4 | ENG | How much can you do to help online students value learning? |
| Q5 | IS | How much can you do to craft good questions for your online students? |
| Q6 | CM | How much can you do to get children to follow online classroom rules? |
| Q7 | CM | How much can you do to control students dominating online discussions? |
| Q8 | CM | How much can you do to establish an online course culture (e.g., convey expectations, standards, course rules) with each group of students? |
| Q9 | IS | How much can you do to use a variety of assessment strategies for an online course? |
| Q10 | IS | How much can you do to provide an alternative explanation or example when students in an online class seem to be confused? |
| Q11 | ENG | How much can you assist families in helping their children do well in school? |
| Q12 | IS | How much can you do to implement alternative strategies in your online classroom? |
| Q13 | INT | How much can you use asynchronous discussions (asynchronous means not online at the same time) to maximize student interactions in an online course? |
| Q14 | INT | How much can you use synchronous discussions (e.g. real time chat rooms, etc.) to maximize student interactions in an online class? |
| Q15 | INT | How much does your comfort level with technology facilitate student interactions in an online class? |
| Q16 | INT | How important is student interaction in an online class? |
| Q17 | INT | How much does online classroom interaction impact student grades and achievement? |
Note: ENG = efficacy in student engagement; IS = efficacy in instructional strategies; CM = efficacy in classroom management; INT = efficacy in student interactions.