The SDLRSNE, designed to measure SDLR in nursing students (Fisher & King, 2010; Fisher et al., 2001), was developed and validated in three stages: a comprehensive literature search, a Delphi study, and a pilot study of items on a sample of 201 undergraduate nursing students (Fisher et al.).
We evaluated SDLR using the 40 items of the SDLRSNE on a five-point Likert scale, with scores representing strongly disagree, disagree, uncertain, agree, and strongly agree.
Because the level of SDLR could both influence learning outcomes and be influenced by them, an analysis of covariance (ANCOVA) was performed to measure the association between teaching strategy and postintervention SDLR (controlling for preintervention SDLR and other covariates).
Both the satisfaction and SDLRSNE scales used for assessing outcomes showed high internal consistency, with Cronbach's alphas of .83 and .94 for satisfaction and SDLR, respectively.
SDLR There was no difference in the SDLR score between the two groups.
The instrument contained 50 Likert-type items of a 5-point rating scale corresponding to 4 dimensions of SDLR, 2 dimensions of network literacy, and 4 dimensions of online learning effectiveness.
Age Differences on the SDLR and Network Literacy Scales
One-way analysis of variance (ANOVA) tests were conducted on the total scores and sub-scores of the SDLR and network literacy scales.
Related literature (Hiemstra, 2006; Lema & Agrusa, 2009) suggests that adult learner' SDLR and Internet competencies play significant roles in determining their online learning experiences.
The total scores of online learning effectiveness were first regressed on the linear combination of variables of SDLR. Assumptions related regression including normality, homoscedasticity, and linearity were tested, and no violation was found.