Interactivity in distance education: An instrument for diagnosis

Abstract

One of the success factors in the teaching-learning process in distance education lies in the development of interactivity seen as a variable that influences motivation and with it the commitment of students to study. But at the same time, many authors argue that interactivity is a variable criticism that requires updating and improvement. Based on this, it is important to create an instrument that allows constant feedback on interactivity in distance education. This article aims to describe the design and validation of a questionnaire to diagnose the current state of interactivity in this study modality. The sample for the design of the instrument was made up of 253 teachers. Psychometric validation tests were applied to inquire about their validation and validity. The results manifest specific values. In addition, exploratory factor analysis was applied, which yielded seven factors. The final version of the instrument includes a total of seven indicators and 42 items. The application of this enabled instrument diagnoses the current state of interactivity taking into account the interactions and on this basis propose improvement actions. These results will be a contribution in the field of educational technology, particularly in the area of distance education.