Preliminary development and validation of online distance education satisfaction scale (ODESS)

Abstract

This study outlines the development and validation of a new scale measuring undergraduate students’ satisfaction with online distance education. Employing a survey model, the study included item generation, data collection, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). An initial 72-item pool was created through a literature review and expert consultation. Content validity was ensured through evaluations by 12 academics, resulting in a refined set of 65 items. These items were reviewed by 15 students for further clarity. Data were collected via an online survey from undergraduate students at three universities. A total of 407 students participated in the EFA phase and 333 in the CFA phase. Reliability and validity were assessed using various statistical tests. The final ODESS scale comprises 39 items across seven factors: Instructor Support, Self-satisfaction and Needs, Course Materials, Self-expression, Student-student Interaction, Exam Security, and Facilitative Roles of Instructors. The model explains 68% of the total variance. This study presents a valid and reliable multidimensional instrument that comprehensively assesses key dimensions of the online learning experience, supporting efforts to improve quality and responsiveness in distance education.