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
📌 3 Maddede Bu Makale
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Amaç & Hipotez: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.
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Temel Bulgular & Veri:The sample of the study consisted of 263 students enrolled in blended learning classes at the School of Sport Sciences/ University of Jordan.
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Sonuç & Katkı: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
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
BAYYAT, M., MUAILI, Z. H. A., ALDABBAS, L. (2021). ONLINE COMPONENT CHALLENGES OF A BLENDED LEARNING EXPERIENCE: A COMPREHENSIVE APPROACH. Turkish Online Journal of Distance Education, Cilt: 22 - Sayı: 4, 277–294. https://ajindex.com/articles/724524
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