ASSESSMENT OF PROFESSIONAL TEACHING DISPOSITIONS IN THE VIRTUAL CLASSROOM: THE VIRTUAL TEACHING DISPOSITIONS SCALE (VTDS)

The aim of this research is to make salient and make more explicit the key characteristics and tacit understandings that build a repertoire of practice for the effective orchestration of virtually mediated instruction. The purpose of this study was to develop and validate a multidimensional instrument to assess the professional teaching dispositions of educators in the virtual classroom- the Virtual Teaching Dispositions Scale (VTDS). Within the virtual learning environment, readiness scales have been developed for online learners in aims of identifying qualities and traits that predispose learners to successful learning in the online environment (Feldman, 2007; Hart, 2012). McVay’s (2001) instrument for measuring online learner readiness focuses on student behaviors and attitudes as predictors. McVay (2001), Smith (2005) considered self-directed learning to be a critical factor in online learner dispositions. The READI Assessment (2010) is widely used in higher education to assess student readiness for the online environment. Some internal tools have been adopted by other institutions such as Kerr, Rynearson, and Kerr’s (2006) Test of Online Learning Success (TOOLS), but it is paramount to note that “most, if not all, of these tools were designed to measure student online readiness, not faculty readiness,” (p. 345) even though it has been stated that one can infer that student qualities should carry over to instructors as well (McLawhon & Cutright, 2012). Scales and instruments specifically addressing the characteristics and dispositions of online instructors are scant (Bangert, 2006), but profiles of and factors necessary to prepare effective online instructors can be found (Comeaux, McKenna-Byington, 2003; Crowther, Keller, Waddoups, 2004; Kumar, Rose, & D’Silva, 2008.). Therefore, the development of the Virtual Teaching Dispositions Scale (VTDS) addresses a critical need in the area of teachers’ preparation and self-evaluation.

Methodology:
Using strategic samples, university faculty, who have taught at least two online courses and have stated to have received positive course evaluations, were invited to participate. We contacted 178 individuals and expect a response rate of 30-40%. The online Q-Sort Instrument was sent to those individuals the research team has identified as having experience teaching online courses and who they suspect have received positive course evaluations.Upon receipt of the email, the potential participant were presented with an informed consent form and a question asking if they have received positive course evaluation in online courses. If they agree to take part in the study and answer yes to the course evaluation statement, they will when be presented with the Q-sort items via Adobe Flash Player.

Results:
The resulting 25 item VTDS instrument was constructed based on the Q sort results. EFA produced a four factor results and reliabilty analysis showed that the entire instrument had a alpha of .891 with individual subscales ranging from .739 to .873.

Significance:
The aim of this research is to make salient and make more explicit the key characteristics and tacit understandings that build a repertoire of practice for the effective orchestration of virtually mediated instruction. The purpose of this study was to develop and validate a multidimensional instrument to assess the professional teaching dispositions of educators in the virtual classroom- the Virtual Teaching Dispositions Scale (VTDS).