When our institution had to switch rapidly to remote instruction, professors who had not taught remotely before wondered what the best blend of synchronous and asynchronous activities would be. Our office of Instructional Design developed an instrument to assist them; Professors completed a relatively short questionnaire asking questions regarding their course, and themselves. These questions led to a recommended model for online instruction, and a recommendation of a second model which is also likely a good fit. The recommendations are not intended to be binding in any way.
We were unable to locate a similar extant instrument, and are seeking critique or resources that would help us refine the instrument.
Trying to situate myself. Did you ask instructors to indicate from a categorized list of a/synchronous activities those which they employed? Or perhaps you asked them to rate the degree to which they employed a fixed list of a/synchronous activities? Finally, a “recommended model for online instruction” implies that there was some dependent factor that was assumed to be influenced by these practices. Is that the case? Regardless, depending on your situation, here are three different ways to examine your instrument.
The first is to examine to what degree each of the items is contributing to changes in the dependent factor (assuming there is a dependent factor). That could be done through an ANOVA at either the item level or at the domain level. You would be searching for those significant items or domains in the ANOVA results table.
Another approach would involve factor analytic techniques. You have indicated two forms of activities: synchronous and asynchronous. Your items should load in accordance with those two factors. Those that don’t would be good candidates for review.
A third approach would involve the use of Item Response theory and would be based on the fit statistics of each item. Those misfitting items would be good candidates for review. Optimally fitting items, of course, would remain.
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