Development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learning
Abstract Background Faculty members' perceptions of blended learning are critical to developing effective strategies to improve its quality and prepare for its implementation under the new normal conditions. This study introduces a new FBL scale to address this issue, as no exclusive tool focus...
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| Language: | English |
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SpringerOpen
2025-04-01
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| Series: | Smart Learning Environments |
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| Online Access: | https://doi.org/10.1186/s40561-025-00382-5 |
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| author | Nouf Khalid Al-Kahtani Hend Khalid Alkahtani Arun Vijay Subbarayalu Vinoth Raman |
| author_facet | Nouf Khalid Al-Kahtani Hend Khalid Alkahtani Arun Vijay Subbarayalu Vinoth Raman |
| author_sort | Nouf Khalid Al-Kahtani |
| collection | DOAJ |
| description | Abstract Background Faculty members' perceptions of blended learning are critical to developing effective strategies to improve its quality and prepare for its implementation under the new normal conditions. This study introduces a new FBL scale to address this issue, as no exclusive tool focuses on health sciences faculty members. Materials and methods The development and psychometric evaluation of the FBL scale was chosen as the study design. Two hundred and forty faculty members employed in selected health science colleges of Imam Abdulrahman Bin Faisal University in Saudi Arabia were randomly selected and administered the FBL tool. The tool consists of 25 items with four subscales that measure faculty’ perceptions of convenience, engagement in blended learning, satisfaction, and student learning progress on a five-point Likert scale. Reliability was examined using Cronbach alpha reliability and validity was determined using confirmatory factor analysis. Results The FBL tool has a Cronbach alpha coefficient of 0.867. Structural equation modeling analysis revealed that each item had a significant positive relationship with its respective FBL factor. Conclusion This study provides a 25-item FBL tool with four subscales consisting of CBL, EBL, SBL and PB, which is well suited to assess faculty members' views on blended learning specifically in the Saudi Arabian context under the new normal conditions. These factors enable policymakers to assess faculty members' perceptions of blended learning and develop appropriate strategies that improve the overall quality of education through the effective use of technology. |
| format | Article |
| id | doaj-art-414c1c06f5524acba77a953dee17eefe |
| institution | DOAJ |
| issn | 2196-7091 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Smart Learning Environments |
| spelling | doaj-art-414c1c06f5524acba77a953dee17eefe2025-08-20T02:55:24ZengSpringerOpenSmart Learning Environments2196-70912025-04-0112111610.1186/s40561-025-00382-5Development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learningNouf Khalid Al-Kahtani0Hend Khalid Alkahtani1Arun Vijay Subbarayalu2Vinoth Raman3Department of Health Information Management and Technology (HIMT), College of Public Health (CPH), Imam Abdulrahman Bin Faisal University (IAU)Department of Information Systems, College of Computer and Information Sciences, Princess Nourah bint Abdulrahman UniversityDeanship of Quality and Academic Accreditation, Imam Abdulrahman Bin Faisal University (IAU)Deanship of Quality and Academic Accreditation, Imam Abdulrahman Bin Faisal University (IAU)Abstract Background Faculty members' perceptions of blended learning are critical to developing effective strategies to improve its quality and prepare for its implementation under the new normal conditions. This study introduces a new FBL scale to address this issue, as no exclusive tool focuses on health sciences faculty members. Materials and methods The development and psychometric evaluation of the FBL scale was chosen as the study design. Two hundred and forty faculty members employed in selected health science colleges of Imam Abdulrahman Bin Faisal University in Saudi Arabia were randomly selected and administered the FBL tool. The tool consists of 25 items with four subscales that measure faculty’ perceptions of convenience, engagement in blended learning, satisfaction, and student learning progress on a five-point Likert scale. Reliability was examined using Cronbach alpha reliability and validity was determined using confirmatory factor analysis. Results The FBL tool has a Cronbach alpha coefficient of 0.867. Structural equation modeling analysis revealed that each item had a significant positive relationship with its respective FBL factor. Conclusion This study provides a 25-item FBL tool with four subscales consisting of CBL, EBL, SBL and PB, which is well suited to assess faculty members' views on blended learning specifically in the Saudi Arabian context under the new normal conditions. These factors enable policymakers to assess faculty members' perceptions of blended learning and develop appropriate strategies that improve the overall quality of education through the effective use of technology.https://doi.org/10.1186/s40561-025-00382-5Blended learningFacultyHigher education institutionsHealth sciencesSaudi Arabia |
| spellingShingle | Nouf Khalid Al-Kahtani Hend Khalid Alkahtani Arun Vijay Subbarayalu Vinoth Raman Development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learning Smart Learning Environments Blended learning Faculty Higher education institutions Health sciences Saudi Arabia |
| title | Development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learning |
| title_full | Development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learning |
| title_fullStr | Development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learning |
| title_full_unstemmed | Development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learning |
| title_short | Development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learning |
| title_sort | development and validation of a tool to explore the perspectives of the health sciences faculty towards blended learning |
| topic | Blended learning Faculty Higher education institutions Health sciences Saudi Arabia |
| url | https://doi.org/10.1186/s40561-025-00382-5 |
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