Development and validation of meaningful hybrid e-training model for computer education

Meaningful hybrid e-training experience provides a coherent purpose for strategic educational change through lifelong education and the creation of a knowledge society. A close examination of new hybrid e-training programs however, has indicated a critical gap between rapidly developing technology and sound pedagogical models to determine program quality. Therefore, the objective of this study is to develop, generate, test and validate a 2 stage model for a new meaningful hybrid e-training program. The early framework of the model guided development of a questionnaire to measure meaningfulness of a hybrid e-training. Data collected from 213 ICT trainers were tested with confirmatory factor analysis using AMOS 7.0 to obtain three best-fit measurement models from the three latent variables. Overall reliability analyses using Cronbach’s Alpha, items and persons reliability using the Rasch Model and content validation by experts suggested that the questionnaire is reliable and valid to measure a meaningful hybrid e-training program. Subsequently, the structural equation modeling was applied to test the hypotheses. The results showed that there is a positive strong relationship between hybrid e-training and meaningful e-training; a positive weak relationship between learning style preference and hybrid e-training and a negative relationship between learning style preference and meaningful learning. In brief the study showed a substantial effect of hybrid e-training towards achieving meaningful learning. As such, future training regarding the use of hybrid e-training should include all five components of a meaningful hybrid e-training instead of merely focusing on content. With results showing weak relationship between learning style and hybrid etraining and negative relationship between learning style and meaningful e-training, instructional media designers and developers should now focus on integrating all five etraining components to ensure meaningful learning. It would be interesting to further investigate as to whether or not learning style is a mediating or a moderating factor towards achieving meaningful learning via the use of hybrid e-training programs as modeled in the final results

Kesahan dan kebolehpercayaan soal selidik gaya e-pembelajaran (eLSE) versi 8.1 menggunakan model pengukuran rasch

The e-Learning Style Questionnaire (eLSE) version 8.1 is developed to measure e-learning style based on the Asian culture and learning environment using the hybrid method involving face-to-face, online and self-learning method. The study was conducted to produce empirical data on the reliability and validity of the eLSE questionnaire version 8.1 using the Rasch Measurement Model. A survey was conducted in the Faculty of Education towards 302 third year students from the TESL, Science, Sport and Recreation, Special Education and Islamic and Al-Quran Education. Out of the 302 questionnaires given only 295 were returned for analysis. The reliability and validity of the eLSE questionnaire were tested with the Rasch Measurement Model using the Winstep version 3.68.2 program. The unidimensionality test conducted showed standardized residual variance of 29.6% with the biggest secondary dimension in the first contrast amounting to 12.1%. The Rasch analysis showed person reliability index of 0.83 and item reliability index of 0.96. In terms of item polarity, each item was able to contribute to e-learning style measurement since the PTMEA CORR exceeded 0.30, in specific between 0.31 and 0.57. Item fit analysis showed that none of the items needed to be dropped since infit mean square values are between 0.82 and 1.29, and the outfit mean square values are between 0.80 and 1.40. Items in the questionnaires are ordered in a continuum of increasing intensity for the measurement of the e-Learning style construct. This shows the validity of the constructs in eLSE. The Rasch Measurement Model shows that the student’s e-Learning style questionnaire has a high reliability and validity to be used for measuring e-Learning styl