The validation process of a self-assessment tool focused on online teaching practices for a self-training program dedicated to higher education teachers

Abstract

In distance or blended learning contexts, higher education teachers are faced with many technopedagogical challenges. The dispositif d’autoformation dynamique pour l’innovation (DADI) aims to provide resources and a self-assessment tool based on Bachy’s (2014) theoretical model of disciplinary technopedagogical knowledge (DTPK). This research aimed to construct and validate this self-assessment tool. The validation methodology combined qualitative and quantitative approaches, involving experts in educational sciences and higher education teachers from intentionally varied disciplines. This article focuses on the quantitative results. The statistical evaluation was conducted with 173 Quebec teachers through an online questionnaire. Semi-confirmatory factor analyses, following exploratory analyses, confirm the tool’s validity with 60 items. They also examine the relevance of compartmentalizing certain knowledge domains in teachers’ practice.