University Digital Educational Environment Assessment Scale (AUDEE-Tch) Test

University instructors can use this questionnaire when deciding whether a structured profile would clarify their experience of teaching online. The University Digital Educational Environment Assessment Scale (AUDEE-Tch) Test turns day-to-day impressions into a practical basis for reflection, planning, and discussion with colleagues. Its digital teaching environment profile can highlight patterns worth examining before course or support changes.

What This Assessment Explores

Items form a university online teaching assessment of access, interaction, and strain:

• Accessibility (0-9) measures accessibility/ease: Low accessibility 0-3; Moderate accessibility 4-6; High accessibility 7-9.
• Dishonest Strategies (0-9) measures dissatisfaction and dishonest behavior: Low tendency 0-3; Moderate tendency 4-6; High tendency 7-9.
• Need for Support in Teaching Activities (0-9) measures support need/dissatisfaction: Low need for support 0-3; Moderate need for support 4-6; High need for support 7-9.
• Stress During Instruction (0-9) measures stress: Low tension 0-3; Moderate tension 4-6; High tension 7-9.
• Interaction Satisfaction and Motivation (0-9) measures satisfaction and motivation: Low 0-3; Moderate 4-6; High 7-9.
• Satisfaction With the Learning Process (0-9) measures satisfaction and practical usefulness: Low satisfaction 0-3; Moderate satisfaction 4-6; High satisfaction 7-9.
• Digital Educational Environment Assessment (0-9) measures positive attitude/acceptance: Low acceptance 0-3; Moderate acceptance 4-6; High acceptance 7-9.

Methodology and Evidence Base

Five ordered agreement choices run from Disagree to Agree around a neutral middle option. This captures direction and intensity without a yes-or-no judgment. The displayed scores form a profile, but the questionnaire does not state item weights, reverse-keying, or a transformation rule; ranges alone cannot show how each answer contributes.

The questionnaire is conceptually consistent with the AUDEE-Tch Scale, a teacher-focused instrument standardized with university teachers in Russia and Belarus. The study examined construct validity, internal consistency, differential validity, factor structure, and norms. It is not a direct adaptation, so those norms should not transfer automatically. The related AUDEE Scale provides comparison context, not proof of a shared framework.

Results are best read as a structured assessment of the online learning environment, grouping accessibility, demands, support, interaction, and acceptance. Higher scores are not uniformly positive; their meaning follows each dimension’s definition. Self-report responses may shift with workload, technical problems, expectations, and candor, so the profile does not establish teaching quality or institutional performance.