Students’ Blended Learning Course Experience Scale (BLCES): development and validation

Bhagat, Kaushal Kumar; Cheng, Chia Hui; Koneru, Indira; Fong, Soon Fook; Chang, Chun Yen

doi:10.1080/10494820.2021.1946566

Cited by 9 publications

(8 citation statements)

References 46 publications

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“…Bervell et al (2021) validated the Blended Learning Acceptance Scale, a 45-item and 11-factor scale, to evaluate the acceptance of blended learning integrating distance tutors. Bhagat et al (2023) constructed a 19-item scale that focused on 3 factors of course design, learning experience, and personal factors.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The conventional in-person teaching methods were significantly disrupted during and after the COVID-19 pandemic when social distancing measures became the "new normal," leading to a surge in online-based instruction (Kohnke et al, 2023). Consequently, the concept of blended learning, which seamlessly integrates both online and offline elements into the educational process, has gained substantial traction (Bhagat et al, 2023). Over the past three decades, it has evolved into a pivotal component of higher education and, when well-conceived and effectively implemented, holds the potential to revolutionize established educational paradigms (Garrison & Vaughan, 2008;Yan et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

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Development and validation of a blended learning perception scale for higher vocational students

Jiang,

Zhan,

Sun

et al. 2024

RPTEL

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Blended learning, a pedagogical approach that seamlessly integrates online and offline teaching methods, has evolved into a pivotal component of higher education. In order to assess students’ perspectives on their experiences with blended learning in higher vocational schools, we developed a comprehensive tool known as the Blended Learning Perception Scale (BLPS). The scale’s reliability and validity have been rigorously substantiated through data obtained from 600 students enrolled in a vocational school in China. The creation of this scale primarily entailed the application of quantitative methodologies, including both exploratory and confirmatory factor analyses. The final scale encompasses 24 items, categorizing student perceptions into five distinct factors: content coherence, interaction effectiveness, platform functionality, learning motivation, and learning satisfaction. Collectively, these factors elucidate 68.346% of the total variance. Moreover, the Cronbach’s coefficients (α) for these factors range from 0.791 to 0.842, denoting a high degree of internal consistency and thereby establishing the scale’s reliability. Item-based analysis further substantiates the scale’s reliability and discriminability, while confirmatory factor analysis unequivocally confirms its structural validity. Each factor’s average variance extracted (AVE) ranges from 0.589 to 0.671, with a cumulative value of 2.766. Additionally, the Root Mean Square Error of Approximation (RSMEA) recorded at 0.053 underscores the scale’s satisfactory level of structural validity. In essence, this study presents a valid and dependable instrument for gauging students’ perceptions of blended learning, thoughtfully tailored to the specific attributes of higher vocational education and its students. Furthermore, it offers insights into areas that necessitate further enhancement within blended learning programs.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Development and validation of a blended learning perception scale for higher vocational students

Jiang,

Zhan,

Sun

et al. 2024

RPTEL

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“…The SLES items were derived from the Students' Blended Learning Course Experience Scale, with minor modifications [61] . Again, the adapted version (Table 4) demonstrated high validity (χ 2 /df = 4.40, RMSEA = 0.08, CFI = 0.962, TFI = 0.925, SRMR = 0.02) and reliability, with a Cronbach's alpha coefficient of 0.94 (P < 0.01).…”

Section: Student Learning Experience Scale (Sles)mentioning

confidence: 99%

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Zhang,

Chen,

Jiang

et al. 2024

JCER

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Blended learning (BL) has been widely adopted to improve students’ academic achievements in higher education. However, its success relies mainly on student engagement, which plays an essential role in active learning and provides a rich understanding of students’ experiences. The study utilized three self-designed scales—the Teacher Support Scale, Student Engagement Scale, and Student Learning Experience Scale—to gauge and examine the impact and relationship between perceived teacher support, student behavioral engagement, and the intermediary role of learning experiences. A cohort of 899 college students undertaking the obligatory College English course through BL modes across five Chinese universities actively participated by completing a comprehensive questionnaire. The results showed significant correlations between perceived teacher support, learning experience, and behavioral engagement. Perceived teacher support significantly predicted students’ behavioral engagement, with socio-affective support exerting the most substantial predictive effects. All predictive effects were partially mediated by learning experience (learning mode, online resources, overall LMS-based learning, interaction with their instructor and peers, and learning outcome). The influence of perceived teacher support on behavioral engagement differed between students who reported the most positive (vs. negative) learning experiences. Suggestions for further research are offered for consideration.

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“…Similarly, Anthonysamy et al (2020) investigated how students' self-discipline enhanced digital literacy in blended learning experiences. Lastly, Bhagat et al (2021) constructed a model for evaluating students' learning experiences. There is a trend that besides students' expertise, institutional policy and students' initiatives also play equal importance.…”

Section: Research Instrumentsmentioning

confidence: 99%

“…English Journal www.awej.org ISSN: 2229-9327 295 1. (Al-Maroof et al, 2021); 2 (Bhagat et al, 2021)(Djajadikerta et al, 2021)…”

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confidence: 99%

Recent Trends of Blended Learning and Flipped Classroom in Malaysia

2022

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Students’ Blended Learning Course Experience Scale (BLCES): development and validation

Cited by 9 publications

References 46 publications

Development and validation of a blended learning perception scale for higher vocational students

Development and validation of a blended learning perception scale for higher vocational students

Effects of Perceived Teacher Support on Student Behavioral Engagement in the Blended Learning Environment: Learning Experience as a Mediator

Recent Trends of Blended Learning and Flipped Classroom in Malaysia

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