Preparation and reliability analysis of a questionnaire to measure, from the student’s perspective, the teacher’s digital skills in non-classroom teaching environments

Abstract

During 2020, the pandemic caused by COVID-19 expanded in Latin America, as a consequence face-to-face teaching experienced an abrupt transition to non-face-to-face environments, some of them supported by technologies, especially by the use of platforms for the management of learning and learning. video conferencing sessions. This forced teachers more than ever to discover and deploy their technological skills, however, this transition brought with it uncertainty about the level of development of teachers’ digital skills. This article presents the elaboration and reliability analysis of an instrument called the Digital Competences Questionnaire in Non-Presential Environments (CD-NP), whose objective is to measure in a non-presential teaching environment the perspectives of high school students on skills. shown by their professors to implement the chair mediated by the use of digital tools. In the elaboration and validation of the questionnaire, 19 experts participated, who concluded that the basic digital competences required by teachers to respond to the new reality of teaching are: communicative interaction, the selection and design of digital materials, and the evaluation of learning. 392 students from a private university collaborated to carry out the reliability analysis. The findings show that the instrument has acceptable levels of reliability since various analyzes were carried out, the most representative being that each item and category exceeded a Cronbach’s alpha of 0.8093 and a McDonald’s Omega coefficient of 0.8958. It is concluded that the instrument has the necessary properties to be applied in the Mexican context, and opens the door to be implemented in other Latin American scenarios.