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.

电子学习混合模式的采用主要是因为在线和面对面课程的好处相结合。有鉴于此，大多数传统远程教育机构都通过学习管理系统（LMS）进行在线学习，以支持面对面授课，以满足混合模式。这引发了对从导师和学生的角度接受混合学习的研究。然而，文献中的差距在于，这些研究中的大多数使用的工具仅测量基于 LMS 的在线方面或混合模式的技术，而将面对面的方面降级。为了填补这一空白，我们以问卷为工具，基于横断面调查设计，从 267 名导师那里收集了数据。