Öz
This study aims to investigate: (1) the construct validity of the “Blended Learners’ Online Component Challenges” BLOCC scale. (2) the internal reliability of the scale, and (3) the differences between blended learners’ online component challenges according to different socio-demographic variables for Sport Science students. The sample of the study consisted of 263 students enrolled in blended learning classes at the School of Sport Sciences/ University of Jordan. The BLOCC scale was used to collect the required data. The scale measures the four different online component challenges; (1) Self-Management Challenges (SMC), (2) Technology Competency and Literacy Challenges (TCLC), (3) Student Isolation Challenges (SIC), and (4) Technological Sufficiency and Complexity Challenges (TSCC). BLOCC scale proved to be valid and reliable (four items were omitted); The overall fit statistics for the hypothesized four factor model (χ2 (df = 2.69) = 603.47, p < 0.001, (RMSEA) = .08 indicated a moderate and acceptable fit to the data representing the latent factor structure. Discriminant validity ranged between .53 and .70., Item-to-total correlation (.55 and .72), Cronbach Alpha (.72 and .86), and composite reliability (.74 -.95). Results of the study revealed that male students, students who have no internet accessibility, and those who have no previous experience in blended learning classes, all encountered significant higher levels of all BLOCC subscales. Older students (26-30 years old), and those with the lowest total income/ month (< 500 JD) encountered significant levels of TLCC and TSCC. Students with lower literacy in computer skills level encountered significant differences in SMC, TLCC and TSCC. We encourage future studies to propose and implement curative approaches to face such online component challenges.
Anahtar Kelimeler
Blended learning higher education scale validation online component challenges.
Kaynakça
- Ab Hamid, M. R., Sami, W., & Sidek, M. M. (2017). Discriminant validity assessment: Use of Fornell & Larcker criterion versus HTMT criterion. In Journal of Physics: Conference Series (Vol. 890, No. 1, p. 012163). IOP Publishing. https://doi.org/10.1088/1742-6596/890/1/012163
- Akcayir, G., & Akcayir, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
- AlJarrah, A., Thomas, M. K., & Shehab, M. (2018). Investigating temporal access in a flipped classroom: Procrastination persists. International Journal of Educational Technology in Higher Education, 15(1), 1. https://doi.org/10.1186/s41239-017-0083-9
Öz
Kaynakça
- Ab Hamid, M. R., Sami, W., & Sidek, M. M. (2017). Discriminant validity assessment: Use of Fornell & Larcker criterion versus HTMT criterion. In Journal of Physics: Conference Series (Vol. 890, No. 1, p. 012163). IOP Publishing. https://doi.org/10.1088/1742-6596/890/1/012163
- Akcayir, G., & Akcayir, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334–345. https://doi.org/10.1016/j.compedu.2018.07.021
- AlJarrah, A., Thomas, M. K., & Shehab, M. (2018). Investigating temporal access in a flipped classroom: Procrastination persists. International Journal of Educational Technology in Higher Education, 15(1), 1. https://doi.org/10.1186/s41239-017-0083-9
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Bölüm | Articles |
| Yazarlar | |
| Yayımlanma Tarihi | 1 Ekim 2021 |
| Gönderilme Tarihi | 22 Ekim 2020 |
| Yayımlandığı Sayı | Yıl 2021 Cilt: 22 Sayı: 4 |