Validation of the Faculty Readiness to Teaching Online (FRTO) scale

Abstract

Purpose

The current study examined several aspects of validity evidence for the Faculty Readiness to Teaching Online (FRTO) scale.

Design/methodology/approach

Data were collected from 307 faculty in higher education. Construct validity was evidenced through an exploratory factor analysis and a reliability coefficient. Differential validity was explored using the differential item functioning analysis to explore potential bias in items due to gender and age. In addition, convergent validity was tested by correlating FRTO with years of teaching online, the primary modality of instruction and whether there is required training in online teaching by the institution.

Findings

The findings from validation showed that new factors emerged and also demonstrated differences based on instructors gender and age, as well as based on teaching experience and primary modality of teaching.

Originality/value

The findings confirmed the previous study's results (Martin et al., 2019) and provided some modifications to the instrument. The factor structure did not conform to the original four factors proposed in the instrument; instead, the newly loaded factors were course design and facilitation, course technologies, course expectations and resources and time management. The revised instrument can be presented and discussed at online teaching professional development programs to help faculty understand the core competencies they need to better instruct students.

Citation

Kim, S.Y. and Martin, F. (2024), "Validation of the Faculty Readiness to Teaching Online (FRTO) scale", Journal of Applied Research in Higher Education, Vol. 16 No. 5, pp. 1781-1798. https://doi.org/10.1108/JARHE-03-2023-0108