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<p>This article introduces a Delivery Methods of&#xa0;Instruction for Physical Learning Environments (DMI-PLE) questionnaire, adapted from the Delivery Methods of&#xa0;Instruction (DMI) survey. Originally designed to assess perceptions of face-to-face, hybrid, and online instruction, the DMI survey was modified to evaluate three physical learning environments: applied and collaborative learning environments (ACE) rooms, lectorials, and tutorial rooms. Two studies were conducted with undergraduate students from a Singapore-based university (Study One: 457 students; Study Two: 293 students) to examine the questionnaire’s psychometric properties, reliability, and validity. Study One involved adapting the DMI survey and conducting an exploratory factor analysis, while Study Two included confirmatory factor analysis and measurement invariance tests. The results indicate good support for the adaptation’s stability and offer new insights into the original instrument. Implications for the DMI-PLE questionnaire’s use in higher education and future research are discussed.</p>

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Adaptation and validation of a delivery methods of instruction for physical learning environments (DMI-PLE) questionnaire

  • 期刊论文

  • 发表日期：

    2025年12月26日

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  • Xiao-Feng Kenan Kok

摘要

This article introduces a Delivery Methods of Instruction for Physical Learning Environments (DMI-PLE) questionnaire, adapted from the Delivery Methods of Instruction (DMI) survey. Originally designed to assess perceptions of face-to-face, hybrid, and online instruction, the DMI survey was modified to evaluate three physical learning environments: applied and collaborative learning environments (ACE) rooms, lectorials, and tutorial rooms. Two studies were conducted with undergraduate students from a Singapore-based university (Study One: 457 students; Study Two: 293 students) to examine the questionnaire’s psychometric properties, reliability, and validity. Study One involved adapting the DMI survey and conducting an exploratory factor analysis, while Study Two included confirmatory factor analysis and measurement invariance tests. The results indicate good support for the adaptation’s stability and offer new insights into the original instrument. Implications for the DMI-PLE questionnaire’s use in higher education and future research are discussed.