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Blended Learning Acceptance Scale (BLAS) in Distance Higher Education: Toward an Initial Development and Validation

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  • Brandford Bervell
  • Irfan Naufal Umar
  • Jeya Amantha Kumar
  • Beatrice Asante Somuah
  • Valentina Arkorful

Abstract

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.

Suggested Citation

  • Brandford Bervell & Irfan Naufal Umar & Jeya Amantha Kumar & Beatrice Asante Somuah & Valentina Arkorful, 2021. "Blended Learning Acceptance Scale (BLAS) in Distance Higher Education: Toward an Initial Development and Validation," SAGE Open, , vol. 11(3), pages 21582440211, August.
    • Handle: RePEc:sae:sagope:v:11:y:2021:i:3:p:21582440211040073
    DOI: 10.1177/21582440211040073
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    1. Brandford Bervell & Paul Nyagorme & Justice K. Armah & Emmanuel Arthur-Nyarko & Valentina Arkorful & Benjamin Eduafo Arthur, 2024. "Modeling the Determinants of Students’ Satisfaction and Continuance-Intention Toward a Mathematics and Science Distance Education Program," SAGE Open, , vol. 14(1), pages 21582440241, March.

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