References
- 1. Anderson, J. C., Gerbing, D. W. (1988), “Structural equation modeling in practice: A review and recommended two-step approach”, Psychological bulletin, Vol. 103 No. 3, pp. 411-423.10.1037/0033-2909.103.3.411
- 2. Anthony, B., Kamaludin, A., Romli, A., Raffei, A. F. M., Abdullah, A., Ming, G. L., Baba, S. (2019), “Exploring the role of blended learning for teaching and learning effectiveness in institutions of higher learning: An empirical investigation”, Education and Information Technologies, Vol. 24 No.6, pp. 3433-3466.10.1007/s10639-019-09941-z
- 3. Bagozzi, R. P., Yi, Y., Phillips, L. W. (1991), “Assessing construct validity in organisational research”, Administrative Science Quarterly, Vol. 36 No. 3, pp. 421-458.10.2307/2393203
- 4. Bernard, R. M., Borokhovski, E., Schmid, R. F., Tamim, R. M., Abrami, P. C. (2014), “A meta-analysis of blended learning and technology use in higher education: From the general to the applied. Journal of Computing in Higher Education, Vol. 26 No.1, pp. 87-122.10.1007/s12528-013-9077-3
- 5. Boelens, R., Van Laer, S., De Wever, B., Elen, J. (2015), “Blended learning in adult education: towards a definition of blended learning”, available at https://biblio.ugent.be/publication/6905076/file/6905079 (2 June 2020)
- 6. Boyle, T., Bradley, C., Chalk, P., Jones, R., Pickard, P. (2003), “Using blended learning to improve student success rates in learning to program”, Journal of Educational Media, Vol. 28 No. 2-3, pp. 165-178.10.1080/1358165032000153160
- 7. Diep, A. N., Zhu, C., Struyven, K., Blieck, Y. (2017), “Who or what contributes to student satisfaction in different blended learning modalities?”, British Journal of Educational Technology, Vol. 48 No. 2, pp. 473-489.10.1111/bjet.12431
- 8. Drysdale, J. S., Graham, C. R, Spring, K. J., Halverson, L. R. (2013), “An analysis of research trends in dissertations and theses studying blended learning”, Internet and Higher Education, Vol. 17, pp. 90-100.10.1016/j.iheduc.2012.11.003
- 9. Du, C., Wu, J. (2014), “The effect of human interactions on student performance and satisfaction of blended learning”, Academy of Educational Leadership Journal, Vol. 18 No. 3, pp. 11-21.
- 10. Ekwunife-Orakwue, K. C., Teng, T. L. (2014), “The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments”, Computers & Education, Vol. 78, pp. 414-427.10.1016/j.compedu.2014.06.011
- 11. Fadde, P. J., Vu, P. H. (2014), “Blended online learning: benefits, challenges, and misconceptions”, in Lowenthal, P. R., York, C. S., Richardson, J. C. (Eds.), Online Learning: Common Misconceptions, Benefits, and Challenges, Nova Science Publishing, Hauppauge, pp. 38-48.
- 12. Fisher, R., Perényi, Á., Birdthistle, N. (2018), “The positive relationship between flipped and blended learning and student engagement, performance and satisfaction”, Active Learning in Higher Education, Vol. 18, No. 1, pp. 11-24.
- 13. Fornell, C., Larcker, D. F. (1981), “Structural equation models with unobservable variables and measurement error: algebra and statistics”, Journal of Marketing Research, Vol. 18 No. 3, pp. 382-388.10.1177/002224378101800313
- 14. Friesen, N. (2012), “Report: defining blended learning”, available at https://www.normfriesen.info/papers/Defining_Blended_Learning_NF.pdf (6 December 2018)
- 15. Giannousi, M., Vernadakis, N., Derri, V., Michalopoulos, M., Kioumourtzoglou, E. (2009), “Students’ satisfaction from blended learning instruction”, in TCC, Hawaii, pp. 61-68.
- 16. Graham, C. R. (2013), “Emerging practice and research in blended learning”, in Moore, M. G. (Ed.), Handbook of Distance Education, 3rd ed., Routlegde, New York, pp. 333-350.10.4324/9780203803738.ch21
- 17. Graham, C. R., Allen, S., Ure, D. (2005), “Benefits and challenges of blended learning environments”, in Encyclopedia of Information Science and Technology, IGI Global Hershey, pp. 253-259.10.4018/978-1-59140-553-5.ch047
- 18. Hair Jr, J. F., Hult, G. T. M., Ringle, C., Sarstedt, M. (2016), A primer on partial least squares structural equation modeling (PLS-SEM), Sage publications, Thousand Oaks.
- 19. Hair, J. F., Anderson, R. E., Babin, B. J., Black, W. C. (2010), “Multivariate Data Analysis: A Global Perspective”, Pearson Education, London.
- 20. Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M. (2014), A primer on partial least squares structural equation modeling (PLS-SEM), Sage Publication, Los Angeles.
- 21. Heirdsfield, A., Walker, S., Tambyah, M., Beutel, D. (2011), “Blackboard as an online learning environment: what do teacher education students and staff think?”, Australian Journal of Teacher Education, Vol. 36 No. 7, pp. 1-16.10.14221/ajte.2011v36n7.4
- 22. Henseler, J., Ringle, C. M., Sarstedt, M. (2014), “A new criterion for assessing discriminant validity in variance-based structural equation modeling”, Journal of the academy of marketing science, Vol. 43 No.1, pp. 115-135.10.1007/s11747-014-0403-8
- 23. Hernaus, T., Bach, M. P., Vukšić, V. B. (2012), “Influence of strategic approach to BPM on financial and non-financial performance”, Baltic Journal of Management, Vol. 7 No. 4, pp. 376-396.10.1108/17465261211272148
- 24. Hoic-Bozic, N., Mornar, V., Boticki, I. (2008), “A blended learning approach to course design and implementation”, IEEE transactions on education, Vol. 52 No. 1, pp. 19-30.10.1109/TE.2007.914945
- 25. Huang, Q. (2016), “Learners’ perceptions of blended learning and the roles and interaction of f2f and online learning”, ORTESOL Journal, Vol. 33, pp. 14-33.
- 26. Jain, P., Jain, S., Jain, S. (2011), “Interactions among online learners: A quantitative interdisciplinary study”, Education, Vol. 131 No. 3, pp. 538-545.
- 27. Kiviniemi, M. T. (2014), “Effects of a blended learning approach on student outcomes in a graduate-level public health course”, BMC Medical Education, Vol. 14, No.1, pp. 1-7.10.1186/1472-6920-14-47
- 28. Kock, N. (2015), “Common method bias in PLS-SEM: a full collinearity assessment approach”, International Journal of e-Collaboration, Vol. 11 No.4, pp. 1-10.10.4018/ijec.2015100101
- 29. Lim, D. H., Morris, M. L. (2009), “Learner and instructional factors influencing learning outcomes within a blended learning environment”, Journal of Educational Technology & Society, Vol. 12 No. 4, pp. 282-293.
- 30. López-Pérez, M. V., Pérez-López, M. C., Rodríguez-Ariza, L. (2011), “Blended learning in higher education: students’ perceptions and their relation to outcomes”, Computers & education, Vol. 56 No.3, pp. 818-826.10.1016/j.compedu.2010.10.023
- 31. Martínez-Caro, E., Campuzano-Bolarín, F. (2011), “Factors affecting students’ satisfaction in engineering disciplines: traditional vs. blended approaches”, European Journal of Engineering Education, Vol. 36 No. 5, pp. 473-483.10.1080/03043797.2011.619647
- 32. Melton, B., Graf, H., Chopak-Foss, J. (2009), “Achievement and satisfaction in blended learning versus traditional general health course designs”, International Journal for the Scholarship of Teaching and Learning, Vol. 3 No. 1, pp. 1-15.10.20429/ijsotl.2009.030126
- 33. Noemy, M. S., Rodrigo, I. G., Izquierdo, G. C., Ajenjo, P. P. (2017), “Exploring Academic Performance: Looking beyond Numerical Grades”, Universal Journal of Educational Research, Vol. 5 No.7 pp. 1105-1112.10.13189/ujer.2017.050703
- 34. Okaz, A. A. (2015), “Integrating blended learning in higher education”, Procedia-Social and Behavioral Sciences, Vol. 186 No.13, pp. 600-603.10.1016/j.sbspro.2015.04.086
- 35. Picciano, A. G. (2006), “Blended learning: implications for growth and access”, Journal of Asynchronous Learning Networks, Vol. 10 No. 3, pp. 95-102.10.24059/olj.v10i3.1758
- 36. Qiu, R. G. (2019), “A systemic approach to leveraging student engagement in collaborative learning to improve online engineering education”, International Journal of Technology Enhanced Learning, Vol. 11 No.1, pp. 1-19.10.1504/IJTEL.2019.096734
- 37. Rahman, N. A. A., Hussein, N., Aluwi, A. H. (2015), “Satisfaction on blended learning in a public higher education institution: what factors matter?”, Procedia-Social and Behavioral Sciences, Vol. 211, pp. 768-775.10.1016/j.sbspro.2015.11.107
- 38. Ramayah, T., Yeap, J. A., Ahmad, N. H., Halim, H. A., Rahman, S. A. (2017), “Testing a confirmatory model of Facebook usage in SmartPLS using consistent PLS”, International Journal of Business and Innovation, Vol. 3 No.2, pp. 1-14.
- 39. Romero-Frías, E., Arquero, J. L. (2013), “A view on personal learning environments through approaches to learning”, Vol. 1 No.1, pp. 29-36.
- 40. Sadeghi, R., Sedaghat, M. M., Ahmadi, F. S. (2014), “Comparison of the effect of lecture and blended teaching methods on students’ learning and satisfaction”, Journal of Advances in Medical Education & Professionalism, Vol. 2 No. 4, pp. 146-150.
- 41. Sajid, M. R., Laheji, A. F., Abothenain, F., Salam, Y., AlJayar, D., Obeidat, A. (2016), “Can blended learning and the flipped classroom improve student learning and satisfaction in Saudi Arabia?”, International Journal of Medical Education, Vol. 7, pp. 281-285.10.5116/ijme.57a7.83d4
- 42. Shahid, S., Paul, J. (2021), “Intrinsic motivation of luxury consumers in an emerging market”, Journal of Retailing and Consumer Services, Vol. 61, pp. 102531.10.1016/j.jretconser.2021.102531
- 43. Sorden, S. D., Munene, I. I. (2013), “Constructs related to community college student satisfaction in blended learning”, Journal of Information Technology Education: Research, Vol. 12 No.1, pp. 251-270.10.28945/1890
- 44. Tselios, N., Daskalakis, S., Papadopoulou, M. (2011), “Assessing the acceptance of a blended learning university course”, Journal of Educational Technology & Society, Vol. 14, No. 2, pp. 224-235.
- 45. Ursachi, G., Horodnic, I. A., Zait, A. (2015), “How reliable are measurement scales? External factors with indirect influence on reliability estimators”, Procedia Economics and Finance, Vol. 20 No. 2, pp. 679-686.10.1016/S2212-5671(15)00123-9
- 46. Verkroost, M. J., Meijerink, L., Lintsen, H., Veen, W. (2008), “Finding a balance in dimensions of blended learning”, International Journal on E-learning, Vol. 7 No. 3, pp. 499-522.
- 47. Vernadakis, N., Giannousi, M., Tsitskari, E., Antoniou, P., Kioumourtzoglou, S. (2012), “Comparison of student satisfaction between traditional and blended technology course offerings in Physical education”, Turkish Online Journal of Distance Education, Vol. 13 No.1, pp. 137-147.
- 48. Wach, F., Karbach, J., Ruffing, S., Brunken, R., Spinath, F. (2016), “University Student Satisfaction with their Academic Studies: Personality and Motivation Matter”, Frontiers in Psychology, Vol. 7 No. 55, pp. 1-12.10.3389/fpsyg.2016.00055
- 49. Wu, J., Tennyson, R. D., Hsia, T. (2010), “A study of student satisfaction in a blended eLearning system environment”, Computers & Education, Vol. 55 No.1, pp. 155-164.10.1016/j.compedu.2009.12.012
- 50. Yang, Z., Becerik-Gerber, B., Mino, L. (2013), “A study on student perceptions of higher education classrooms: Impact of classroom attributes on student satisfaction and performance”, Building and Environment, Vol. 70, pp. 171-188.10.1016/j.buildenv.2013.08.030
- 51. Zeqiri, J., Alserhan B. A. (2020), “University student satisfaction with blended learning: a cross-national study between North Macedonia and Jordan”, International Journal of Technology Enhanced Learning, Vol. 13 No.3, pp. 325-337.10.1504/IJTEL.2021.115982