ABSTRACT

The aim of this study was to develop a scale to measure students’ blended learning course experience. A total of 792 undergraduate students from Malaysia participated in this study. Exploratory factor analysis (EFA) was employed to evaluate the factor structure of the scale. As a result of EFA, three factors with 19 items that explained 68.06% of the total variance were obtained. The three factors are: course design, learning experience, and personal factors. Confirmatory factor analysis (CFA) was used to establish the structural validity of the scale, and item discrimination was conducted to validate the scale. The Cronbach’s coefficients (α) for the factors ranged from .71 to .95. The overall Cronbach’s coefficient (α) of the scale was .92, demonstrating a satisfactory level of reliability. The results showed that the developed scale is reliable and valid. Future implications for course designers and instructors are discussed.

摘要

本研究的目的是开发一个量表来衡量学生的混合学习课程体验。共有792名马来西亚本科生参与了这项研究。采用探索性因子分析（EFA）来评估量表的因子结构。EFA的结果是，获得了3个因子19个项目，解释了总方差的68.06%。这三个因素是：课程设计、学习经历、个人因素。采用验证性因素分析（CFA）建立量表的结构效度，并进行项目区分来验证量表。这些因素的 Cronbach 系数 ( α ) 范围为 0.71 至 0.95。总体克朗巴赫系数 ( α) 的量表为 0.92，表明可靠性水平令人满意。结果表明，所编制的量表信度有效。讨论了对课程设计者和教师的未来影响。