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Investigating the Effectiveness of the ‘Online Learner Profiling Questionnaire’ in Generating a Profile of Learners Based on Learner Dispositions: A Pilot Study Pengiran Shaiffadzillah Pengiran Omarali The method of factor analysis involves the “identification of factors (…) based on correlations between variables {and that} for a good solution, groups of variables need to be correlated” (Hutcheson & Safroniou, 1999; p.233). Therefore, in order for the solution to be robust, it must be determined beforehand that the variables computed into the analysis are indeed correlated. The non-normality of the data posed a problem because factors are determined by Pearson correlation. However, “Pearson’s r may inflate Type I error rates and reduce power” (Bishara & Hittner, 2012) and that “Pearson r could be exaggerated by non-normal data {whereby} bias could be as high as +.14, particularly with a Heavy-Tailed distribution for one variable and a small sample size (n = 10)” (Bishara & Hittner, 2014; p.10). In literature, the sensitivity of Pearson’s r for non-normal data led to suggestions for either data transformation to restore normality, or the use of other correlation methods. This pilot study has identified Spearman’s rho as an alternative method that is less sensitive to non-normal data. It is also less sensitive to outliers compared to Pearson (Abdullah, 1990; Balakrishnan & Lai, 2009) because a few variables tested positive for outliers. Nonetheless, the opted correlation testing was Spearman as most relevant for non-normally distributed ordinal data. Items with 2-tailed statistical significance with moderate correlation coefficient r = > 0.5 were maintained whereas items that were below the coefficient threshold were omitted, resulting in 35 items of recognized correlations. Consequently, a second factor analysis was performed on the 35 items, resulting in a definite positive matrix with a Varimax rotation converging in 12 iterations (see Table 1). 104 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg ISBN 978-615-5511-12-7
Investigating the Effectiveness of the ‘Online Learner Profiling Questionnaire’ in Generating a Profile of Learners Based on Learner Dispositions: A Pilot Study Pengiran Shaiffadzillah Pengiran Omarali Table 1: Rotated Component Matrix Component 1 2 3 4 5 6 7 8 [Strong cultural values due to the support I have] 10. I believe that I have... .765 .061 .257 - .047 .052 - .007 .432 - .049 [Strong ICT skills due to the support I have] 10. I believe that I have... .546 .289 .492 .162 .162 - .155 .340 .290 [Relative academic success due to the support I have] 10. I believe that I .657 .329 - .135 .201 - .547 .067 have... .075 .096 [Reading printed books or notes] 11. I prefer learning through... .859 .173 - .145 - .215 .056 .199 .029 .202 [Watching videos] 11. I prefer learning through... .032 .699 .295 .158 .134 .136 .260 .278 [Watching how others do their work] 11. I prefer learning through... - .051 .298 .348 .392 .331 - .115 .625 - .206 [Browsing the internet for information] 11. I prefer learning through... .012 .331 .309 .185 .672 .205 .323 - .055 [Interactive software] 11. I prefer learning through... .500 .418 .130 - .189 .083 .056 .595 .091 [Online groups] 11. I prefer learning through... .367 .531 .254 .207 .511 - .157 .117 - .021 [E-mail or chats for communication] 11. I prefer learning through... .558 .489 .138 .091 .501 - .127 .244 - .127 [Mobile apps for activities and accessing notes] 11. I prefer learning through... .551 .159 .477 .109 .479 .250 .039 - .048 [Online notes that are readable/ downloadable] 11. I prefer learning through... .652 .208 .381 .109 .220 .265 .165 - .042 [Seek the opinions and advice of others] 12. In my studies, I... - .223 .064 .829 .362 .200 .097 .112 .100 [Follow a strict daily/ weekly schedule] 12. In my studies, I... .552 .519 - .419 - .087 .065 .067 .069 .100 [Firstly plan on how I will do my work] 12. In my studies, I... .192 .727 .202 .099 .086 .110 .258 - .061 [Am always calm and stress-free] 12. In my studies, I... .381 .613 .212 .291 - .153 - .034 - .015 - .211 [Am motivated to learn when using the internet] 12. In my studies, I... .535 .606 - - .277 .119 .131 .050 .012 .134 [I first go to websites that I am most familiar with] 13. When I use the .808 .165 .094 .052 .129 .283 - .130 internet, I... .032 [Never get lost in the large amount of internet information] 13. When I .446 .647 - .467 .100 - .019 .232 use the internet, I... .011 .125 [Skim quickly through information] 13. When I use the internet, I... .485 .355 .365 .089 .434 .179 - .264 .051 [Do multiple things at the same time (multitask)] 13. When I use the .308 .134 .330 .253 .259 .619 .376 .032 internet, I... [Communicate with people easier online] 13. When I use the internet, I... .140 .119 .831 - .222 .232 .098 .102 .084 [Am careful with the truthfulness of information] 13. When I use the .652 .374 .306 .045 - .295 .034 .139 internet, I... .153 [Choose the easiest/ most convenient internet feature] 13. When I use .547 .257 .620 .212 .183 .062 .066 .171 the internet, I... [Become more motivated to do my school work] 13. When I use the .666 .455 .162 .372 .237 - .044 .021 internet, I... .005 [Skip information that I don't like or find boring] 13. When I use the .731 .088 .291 .043 .438 .169 .102 .017 internet, I... [Concentrate better when doing activities online] 13. When I use the .681 .218 .307 .075 .395 - .051 .098 internet, I... .001 [Consulting my teachers] 11. I prefer learning through... .175 .078 .001 .918 - .105 .054 .116 .005 [Group work] 11. I prefer learning through... .178 .129 .398 .724 .004 - .365 .077 .258 [engaging practical or hands-on activities ] 11. I prefer learning .343 .246 .128 .184 .038 .301 .731 .204 through... [Work at my own pace] 12. In my studies, I... .298 .597 .138 .055 .159 .460 .028 .248 [Use it continuously throughout the day] 13. When I use the internet, I... .233 .054 .229 .008 .169 .835 - .007 - .041 [Prefer looking at photos and videos] 13. When I use the internet, I... .244 .208 .722 .285 .025 .308 .161 .145 [Expect to quickly find the information I need] 13. When I use the .141 - .045 .057 .775 .200 .017 .279 internet, I... .075 [Sufficient money to spend on what I need] 10. I believe that I have... .069 - .009 .163 .258 .097 - .022 .023 .894 Reaching from the roots – 9 th EDEN Research Workshop Proceedings, 2016, Oldenburg 105 ISBN 978-615-5511-12-7
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9 th EDEN Research Workshop Forging
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Introduction Distance education is
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TABLE OF CONTENTS ADVANCED DISTANCE
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LEARNING ANALYTICS Scaling Learning
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Forging new pathways of research an
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Towards a Framework for Virtual Int
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Towards Designing an Oxford Experie
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Emergent Evaluation: An Initial Exp
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A MOOC with a Difference: Creating
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Use of MOOCs in Traditional Classro
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Head Start Online: A MOOC for those
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Page 61 and 62: Head Start Online: A MOOC for those
Page 63 and 64: Carrots and Sticks: Workload and Pe
Page 75 and 76: Online Learning in Community Colleg
Page 83 and 84: Forging new pathways of research an
Page 85 and 86: The Usability Evaluation of UniCamp
Page 97 and 98: Connecting in the Online Environmen
Page 105 and 106: Contextualising Learner Experience:
Page 109 and 110: Investigating the Effectiveness of
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Page 119 and 120: WhatsApp: “Going where the Conver
Page 127 and 128: A Study of the Use of Ubiquitous Mo
Page 137 and 138: Differentiated Technology-Based Int
Page 149 and 150: Using Digital Technologies for Incl
Page 159 and 160: Video in Higher Education: Examinin
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Video in Higher Education: Examinin
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Policy Review of Open Badges for Op
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Open Educational Resources (OER): G
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Monitoring Progress on Open Educati
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A Programmatic Approach to Blended
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Teaching Science through Technology
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Contributions to Teaching Practice
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The Irish Online Learning Landscape
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The State of Distance Education in
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Scaling Learning Analytics: The Pra
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Integration of Learning Analytics i
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Learning Reprioritised: Supporting
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Personal Learning Environments: Mov
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Learning Analytics in Distance Educ
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Credit, Trust and Open Education Ka
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Credit, Trust and Open Education Ka
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Supporting the Capacity Development
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Supporting the Capacity Development
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The Role of Learning Design and Lea
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Changing Landscape of the Lifelong
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eLene4work - Developing a Framework
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Collection of "Synergy" Synopses 35
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I-LINC The stakeholders’ platform
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EuroDuaLE European cooperative fram
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t-MAIL Teacher Mobile Application f
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eLene4work Learning to learn for ne
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ARMAZEG Developing Tools for Lifelo
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LeHo Learning at Home and the Hospi
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SeaL Seamless Learning in Lake Cons
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