Validation of a modified version of the Experiences of Teaching and Learning Questionnaire

Abstract

Providing teaching-learning environments that foster university studentsö learning is an essential task of higher education. Valid and reliable tools for assessing them are therefore needed. This study investigates the measurement properties of a modified version of the Experiences of Teaching and Learning Questionnaire (ETLQ). Two independent data-sets (N = 1637 and N = 1711) were collected from Finnish university students. Confirmatory factor analyses resulted in a modified measurement model for the ETLQ, consisting of 11 factors. The first three factors assessing the teaching-learning environment – Teaching for Understanding, Disciplinary Understanding and Supportive Teaching – were indicators of a second-order factor labeled Encouraging Learning. The remaining three environment factors were Alignment, Peer Support and Constructive Feedback. Three factors – Deep Approach, Surface Approach and Organized studying – assessed studentsö approaches to learning. Furthermore, items related to Critical Thinking were added to questionnaire. The measurement properties of the modified ETLQ and the practical implications are discussed.