Internet Learning Volume 3, Number 1, Spring 2014 | Page 102

Internet Learning
ed a list of the individuals or groups who
would approve, disapprove, be most likely
to complete, and be least likely to complete
this process. Perceived behavioral control
regarding the peer review process was elicited
with two, open-ended items that requested
a list of any factors or circumstances
that would make it easy and difficult to
complete the internal peer review.
Each Online Coordinator independently
responded to the pilot survey
with the concerns and comments that
faculty members in the respective college
made. The surveys were collected approximately
one week after being distributed
and the responses compiled. Similar comments
were combined (e.g., “I will learn
some new techniques for online teaching”
and “See what others are doing…so I can
borrow good ideas”), and some comments
were reworded to communicate a neutral
affective tone (e.g., “People who want to
get out of the required training”). All faculty
comments that were listed by the Online
Coordinators on the pilot survey were
represented on the final survey as a set of
modal faculty beliefs. The combined, revised
list of behavioral beliefs that were expressed
by faculty members when the peer
review process was introduced are listed in
the first column of Table 1, the normative
beliefs are listed in the first column of Table
2, and the control beliefs are listed in
the first column of Table 3. Few control beliefs
were elicited by the pilot study so these
beliefs were supplemented with example
items from Ajzen (2013b).
Final Peer Review Survey
The final survey consisted of 79
items assessing each of the constructs proposed
by the Theory of Planned Behavior.
This “Peer Review of Online Courses:
Opinion Survey” included six statements
that were direct measures of faculty members’
attitudes toward completing the peer
review process rated on 7-point scales
ranging from 1 (extremely good) to 7 (extremely
bad), 1 (valuable) to 7 (worthless),
1 (pleasant) to 7 (unpleasant), 1 (enjoyable)
to 7 (unenjoyable), 1 (difficult) to 7 (easy)
(reverse scored), and 1 (unnecessary) to
7 (necessary) (reverse scored). When examining
the inter-item reliability of these
statements, the item assessing how necessary
completing the peer review process
was displayed low correlation with the rest
of the items and was removed. The remaining
five items were averaged into an overall
measure of attitudes (Cronbach’s α = 0.90).
Lower scores indicate more positive attitudes
toward completing the peer review.
Direct measures of norms consisted
of five items. Norms indicating what most
other faculty members do were measured
by responses to the following items, “faculty
who are similar to me will complete
the peer review process” and “most faculty
will complete the peer review process” on
7-point scales ranging from 1 (definitely
true) to 7 (definitely false). Norms indicating
social pressure to complete the peer
review were measured by responses to the
following items, “most of my colleagues
whose opinions I value approve of me completing
the peer review process” rated as 1
(agree) to 7 (disagree), “most people who
are important to me think that I 1(should)
to 7 (should not) complete the peer review
process,” and “it is expected of me to complete
the peer review process” rated as 1
(definitely true) to 7 (definitely false). When
examining the inter-item reliability of these
statements, the items regarding “faculty
who are similar to me will” and “it is expected
of me to” complete the peer review
process produced low correlations with the
rest of the items and were removed. The remaining
three items were averaged into an
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