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An IERI – International Educational Research Institute Journal

Table 8 Items used for constructing remote learning quality scales

From: Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors

Remote learning quality component

Scale [REDS item]

Item description

Levels

Available and Suitable Technology

Access to quality of technology [IS1G03, IS1G05 A-C]

During the [COVID-19 disruption], did you have access to the internet at home?

1: Yes, it worked well all the time 2: Yes, most of the time 3: Yes, but it did not work very well 4: No

During the [COVID-19 disruption], which of the following devices did you use at home?

1: Yes and it worked well2: Yes but it did not work well 3: No

Self-efficacy in technology use [IS1G07 A-I]

Before, during, and after the [COVID-19 disruption], how well could you do each of the following tasks? (e.g., Use applications to communicate with my teacher; Fix problems when my device is not working properly)

0: I learned how to do this during the [COVID-19 disruption] or I still do not know how to do this1: I already knew how to do this before the [COVID-19 disruption]

Effective teachers

Teacher support [IS1G21 A-H]

To what extent do you agree or disagree with the following statements about the support you received from your teachers during the [COVID-19 disruption]? (e.g., My teachers were available when I needed their help)

1: Strongly agree 2: Agree 3: Disagree 4: Strongly disagree

Engaged students

Engagement [IS1G18 A-J]

During the [COVID-19 disruption], did the following aspects of your schoolwork change? (e.g., My motivation to complete my schoolwork)

0: Did not change or decreased1: Increased

  1. Full item wording can be found in the appendix of UNESCO & IEA (2022, p. 119)