An Integrated Model of Blended Learning Effectiveness
DOI:
https://doi.org/10.70454/JRIST.020106Keywords:
Blended learning, Academic performance, Teacher satisfaction, Technology acceptance, Learning analyticsAbstract
The blended learning has become a common practice in higher education, yet its success is commonly assessed with a single measure like student satisfaction, academic achievement, or technology acceptance. The current paper presents a multi-stakeholder model that can be explained with the help of the following problem statement: The proposed framework will combine the satisfaction of teachers, students, academic performance, and technological acceptance into one multi-level model of the effectiveness of blended learning. The study develops a composite measure, the Blended Learning Alignment Index (BLAI), to gauge the coherence among these dimensions by the method of measuring the alignment of teacher expectations, student experiences, and observed learning outcomes. The framework is designed to be mixed-methods in terms of survey data and academic records with digital learning indicators and to interpret the areas of alignment and mismatch with qualitative evidence. The suggested model has the potential to advance the field of blended learning because it provides a more comprehensive and interpretable way of evaluation and aids in making evidence-based decisions in the educational process.
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