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...

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Main Authors:	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
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2011
Online Access:	http://journalarticle.ukm.my/2316/ http://journalarticle.ukm.my/2316/ http://journalarticle.ukm.my/2316/1/7_AJTLHE_62.pdf

id	ukm-2316
recordtype	eprints
spelling	ukm-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
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
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.
format	Article
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,
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
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,
title	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_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_sort	meaningful hybrid e-traning measure and model for technology in education
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2011
url	http://journalarticle.ukm.my/2316/ http://journalarticle.ukm.my/2316/ http://journalarticle.ukm.my/2316/1/7_AJTLHE_62.pdf
first_indexed	2023-09-18T19:35:47Z
last_indexed	2023-09-18T19:35:47Z
_version_	1777405261252657152

A meaningful hybrid e-traning measure and model for technology in education

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