Blended Learning Acceptance Scale (BLAS) in Distance Higher Education: Toward an Initial Development and Validation

Abstract

The adoption of blended mode of e-learning is dominant basically because of the affordances of the combination of both the benefits of online and face-to-face sessions. In view of this, most traditional distance education institutions have acquired Learning Management System (LMS) for online learning to support the face-to-face aspect of lesson delivery to satisfy the blended mode. This has induced research into the acceptance of blended learning from both tutors’ and students’ perspectives. However, the gap in the literature is that, most of these researches employ instruments that measure only the LMS-based online aspect or the technology of the blended mode leaving the face-to-face aspect relegated. To fill the gap, data were collected from 267 tutors based on a cross-sectional survey design with the questionnaire as the instrument. The result was a development and validation through a partial least squares structural equation modeling of a Blended Learning Acceptance Scale (BLAS) that combines both LMS-based online learning and face-to-face aspects to measure blended learning acceptance in distance higher education.

Effectiveness of a blended learning intervention in cardiac physiotherapy. A randomized controlled trial

“…The items were scored on a Likert scale ranging from 1 (never true) to 7 (always true) ( 42 ). This questionnaire showed values >0.7 (ranging between 0.786 and 0.927) which implies a good composite reliability and rho with a resulting measure between 0.712 and 0.917 ( 44 ). The higher the score, the better the acceptance of the intervention.…”

Utilizing Learning Management System Technology: Modelling the Tripartite Relationships Among Previous Technology Use Experience, Technology Self-Efficacy, and Use Behavior

“…The adequacy of the sample of 267 tutors out of the total population of 400 was statistically determined based on Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Krejcie and Morgan (1970) sampling adequacy thresholds. Questionnaire adopted for this study was from the blended learning acceptance scale (BLAS) developed by Bervell et al (2021) and was anchored on a five-point Likert scale. The BLAS is an instrument that consists of 45 items across 11 constructs for measuring blended learning acceptance in distance education.…”

Analisis Pengembangan Awal dan Validasi Skala Penerimaan Blended Learning (BLAS) dalam Pendidikan Tinggi Jarak Jauh

“…Penelitian ini mengembangkan skala penerimaan blended learning yang valid dan reliabel. Hasil penelitian ini memberikan wawasan yang kuat tentang faktor-faktor yang mempengaruhi penerimaan mahasiswa terhadap blended learning dalam konteks pendidikan tinggi jarak jauh (Bervell et al, 2021). Namun, penelitian ini kebanyakan berfokus pada efektivitas dan kurang memperhatikan bagaimana siswa menerima dan beradaptasi dengan metode pembelajaran ini.…”

“…Tujuan dari penelitian ini adalah untuk mengembangkan dan memvalidasi skala penerimaan blended learning dalam konteks pendidikan tinggi jarak jauh, dan untuk menganalisis faktor-faktor yang mempengaruhi penerimaan siswa terhadap blended learning. Diharapkan bahwa temuan dari penelitian ini dapat membantu meningkatkan penerapan dan efektivitas blended learning dalam pendidikan tinggi jarak jauh (Bervell et al, 2021). Metode pengambilan sampel yang digunakan dalam penelitian ini adalah kuesioner.…”

“…Saya merasa sistem pembelajaran daring berguna dalam mendukung proses belajar mengajar saya. (Bervell et al, 2021) Menggunakan sistem pembelajaran daring untuk mendukung pembelajaran tatap muka memungkinkan saya menyelesaikan tugas lebih cepat dibandingkan hanya dengan pembelajaran tatap muka.…”