Abstract
In higher education worldwide, blended learning has become an ordinary component of the student experience. However, few reliable tools are available to evaluate students’ perceptions of learning environments in blended learning settings despite these perceptions being a crucial component of the learning process. This paper detailed the preliminary creation and validation of the Blended Learning Effectiveness and Challenges Scale (BLECS) perceptions in the Indian Educational Context. The analyses, involving a sample of 500 Indian students currently enrolled in government or private universities of Delhi NCR, belonging to different fields using purposive sampling, consistently supported the trifactor model. Separately, there were three specific factors: Blended Learning Effectiveness (BLE), Technology Integration and Educational Outcomes (TIEO) and Blended Learning Challenges (BLC), each having its own separate set of items. The study confirmed that the BLECS demonstrated a consistent factor structure, factor loadings, and intercepts. This suggests that the BLECS could be valuable in exploring students’ perceptions of blended learning environments across various academic disciplines exploring students’ perceptions of blended learning environments across various academic disciplines.
Keywords: Blended Learning, Blended Learning Effectiveness, Exploratory Factor Analysis, Technology-Enhanced Learning.