A meaningful hybrid e-traning measure and model for technology in education
A close examination of new hybrid e-training programmes, for determining programme quality, exposed a critical disparity between rapid technological advancements and established pedagogical models. The objective of this study was, therefore, to develop, generate, test, and validate a two-stage model...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Penerbit Universiti Kebangsaan Malaysia
2011
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| Online Access: | http://journalarticle.ukm.my/2316/1/7_AJTLHE_62.pdf |
| _version_ | 1796927561402417152 |
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| author | Rosseni Din, Mohamad Shanudin Zakaria, Mohamad Sahari Nordin, M Faisal Kamarul Zaman, Noor Lide Abu Kassim, Tunku Badariah Tunku Ahmad, Khairul Anwar Mastor, Aidah Abdul Karim, Mohamed Amin Embi, |
| author_facet | Rosseni Din, Mohamad Shanudin Zakaria, Mohamad Sahari Nordin, M Faisal Kamarul Zaman, Noor Lide Abu Kassim, Tunku Badariah Tunku Ahmad, Khairul Anwar Mastor, Aidah Abdul Karim, Mohamed Amin Embi, |
| author_sort | Rosseni Din, |
| collection | UKM |
| description | A close examination of new hybrid e-training programmes, for determining programme quality, exposed a critical disparity between rapid technological advancements and established pedagogical models. The objective of this study was, therefore, to develop, generate, test, and validate a two-stage model for a meaningful hybrid e-training programme. An early framework of the model helped develop a questionnaire to measure the meaningfulness of a hybrid e-training programme. Confirmatory factor analysis was performed using AMOS 7.0 on data collected from 213 trainees to obtain three best-fit measurement models from three latent variables. Overall reliability analyses, using Cronbach’s Alpha and the Rasch Model, in addition to content validation by experts, suggested that the questionnaire was reliable and valid for measuring a meaningful hybrid e-training programme. Subsequently, structural equation modelling was applied to test the hypotheses. The results showed a strong positive relationship between hybrid e-training and meaningful e-training, a weak positive relationship between learning style preference and hybrid e-training, and a negative relationship between learning style preference and meaningful learning. In brief, the study proved that hybrid e-training contributed significantly towards achieving meaningful learning. Consequently, future training, with respect to the use of hybrid e-training, should include all the five components of meaningful hybrid e-training instead of focusing on the content alone. With the results showing a weak positive relationship between learning style and hybrid e-training, and a negative relationship between learning style and meaningful e-training, instructional media designers and developers should now focus on integrating all the five components of e-training to ensure meaningful learning. It would be interesting to further investigate whether or not learning style is a mediating or a moderating factor in achieving meaningful learning through the use of hybrid e-training programmes, as was modelled in the final results. |
| first_indexed | 2024-03-06T03:45:54Z |
| format | Article |
| id | ukm.eprints-2316 |
| institution | Universiti Kebangsaan Malaysia |
| language | English |
| last_indexed | 2024-03-06T03:45:54Z |
| publishDate | 2011 |
| publisher | Penerbit Universiti Kebangsaan Malaysia |
| record_format | dspace |
| spelling | ukm.eprints-23162016-12-14T06:31:16Z http://journalarticle.ukm.my/2316/ A meaningful hybrid e-traning measure and model for technology in education Rosseni Din, Mohamad Shanudin Zakaria, Mohamad Sahari Nordin, M Faisal Kamarul Zaman, Noor Lide Abu Kassim, Tunku Badariah Tunku Ahmad, Khairul Anwar Mastor, Aidah Abdul Karim, Mohamed Amin Embi, A close examination of new hybrid e-training programmes, for determining programme quality, exposed a critical disparity between rapid technological advancements and established pedagogical models. The objective of this study was, therefore, to develop, generate, test, and validate a two-stage model for a meaningful hybrid e-training programme. An early framework of the model helped develop a questionnaire to measure the meaningfulness of a hybrid e-training programme. Confirmatory factor analysis was performed using AMOS 7.0 on data collected from 213 trainees to obtain three best-fit measurement models from three latent variables. Overall reliability analyses, using Cronbach’s Alpha and the Rasch Model, in addition to content validation by experts, suggested that the questionnaire was reliable and valid for measuring a meaningful hybrid e-training programme. Subsequently, structural equation modelling was applied to test the hypotheses. The results showed a strong positive relationship between hybrid e-training and meaningful e-training, a weak positive relationship between learning style preference and hybrid e-training, and a negative relationship between learning style preference and meaningful learning. In brief, the study proved that hybrid e-training contributed significantly towards achieving meaningful learning. Consequently, future training, with respect to the use of hybrid e-training, should include all the five components of meaningful hybrid e-training instead of focusing on the content alone. With the results showing a weak positive relationship between learning style and hybrid e-training, and a negative relationship between learning style and meaningful e-training, instructional media designers and developers should now focus on integrating all the five components of e-training to ensure meaningful learning. It would be interesting to further investigate whether or not learning style is a mediating or a moderating factor in achieving meaningful learning through the use of hybrid e-training programmes, as was modelled in the final results. Penerbit Universiti Kebangsaan Malaysia 2011-07 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/2316/1/7_AJTLHE_62.pdf Rosseni Din, and Mohamad Shanudin Zakaria, and Mohamad Sahari Nordin, and M Faisal Kamarul Zaman, and Noor Lide Abu Kassim, and Tunku Badariah Tunku Ahmad, and Khairul Anwar Mastor, and Aidah Abdul Karim, and Mohamed Amin Embi, (2011) A meaningful hybrid e-traning measure and model for technology in education. AJTLHE: ASEAN Journal of Teaching and Learning in Higher Education, 3 (2). pp. 71-82. ISSN 1985-5826 http://www.ukm.my/jtlhe/Current.aspx |
| spellingShingle | Rosseni Din, Mohamad Shanudin Zakaria, Mohamad Sahari Nordin, M Faisal Kamarul Zaman, Noor Lide Abu Kassim, Tunku Badariah Tunku Ahmad, Khairul Anwar Mastor, Aidah Abdul Karim, Mohamed Amin Embi, A meaningful hybrid e-traning measure and model for technology in education |
| title | A meaningful hybrid e-traning measure and model for technology in education |
| title_full | A meaningful hybrid e-traning measure and model for technology in education |
| title_fullStr | A meaningful hybrid e-traning measure and model for technology in education |
| title_full_unstemmed | A meaningful hybrid e-traning measure and model for technology in education |
| title_short | A meaningful hybrid e-traning measure and model for technology in education |
| title_sort | meaningful hybrid e traning measure and model for technology in education |
| url | http://journalarticle.ukm.my/2316/1/7_AJTLHE_62.pdf |
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