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Higher Learning Research Communications

Digital Object Identifier

doi.org/10.18870/hlrc.v14i1.1467

ORCID

1. Rajeshwari Panigrahi - 0000-0002-8017-8559

2. Khaliq Lubza Nihar - 0000-0001-6272-3579

3. Neha Singh - 0000-0002-9119-0334

Abstract

Objective: This study aimed to develop and test a scale for measuring the quality of blended learning models in higher education.

Methods: This research adopts a sequential mixed-method approach to construct a new measurement scale. The first phase consisted of the inductive approach to identify the items, followed by exploratory factor analysis. The identified dimensions were tested for reliability and validity in the second phase.

Results: The Blended Learning Quality Assessment (BLQA) contains 4 dimensions: Technology Integration, Pedagogy and Curriculum, Physical Infrastructure, and Educator Proficiency. The scale is comprised of 26 items assessing the quality of blended learning programs in higher education. The reliability and validity of the scale were established by confirmatory factor analysis (AVE > 0.6, Cronbach’s alpha > 0.85).

Conclusions: In the face of changing student expectations of quality, this study introduces a comprehensive measurement scale by which institutions of higher education may effectively assess their performance.

Implications: Results contribute to extant literature by proposing a comprehensive scale to measure the quality of an institution’s blended learning model. The scale integrates digital aspects of pedagogy, delivery, and infrastructure and can be used to identify the dimensions contributing most to student satisfaction.

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