ONLINE COMPONENT CHALLENGES OF A BLENDED LEARNING EXPERIENCE: A COMPREHENSIVE APPROACH

This study aims to investigate: insert ignore into journalissuearticles values(1); the construct validity of the “Blended Learners’ Online Component Challenges” BLOCC scale. insert ignore into journalissuearticles values(2); the internal reliability of the scale, and insert ignore into journalissuearticles values(3); the differences between blended learners’ online component challenges according to different socio-demographic variables for Sport Science students. The sample of the study consisted of 263 students enrolled in blended learning classes at the School of Sport Sciences/ University of Jordan. The BLOCC scale was used to collect the required data. The scale measures the four different online component challenges; insert ignore into journalissuearticles values(1); Self-Management Challenges insert ignore into journalissuearticles values(SMC);, insert ignore into journalissuearticles values(2); Technology Competency and Literacy Challenges insert ignore into journalissuearticles values(TCLC);, insert ignore into journalissuearticles values(3); Student Isolation Challenges insert ignore into journalissuearticles values(SIC);, and insert ignore into journalissuearticles values(4); Technological Sufficiency and Complexity Challenges insert ignore into journalissuearticles values(TSCC);. BLOCC scale proved to be valid and reliable insert ignore into journalissuearticles values(four items were omitted);; The overall fit statistics for the hypothesized four factor model insert ignore into journalissuearticles values(χ2 insert ignore into journalissuearticles values(df = 2.69); = 603.47, p < 0.001, insert ignore into journalissuearticles values(RMSEA); = .08 indicated a moderate and acceptable fit to the data representing the latent factor structure. Discriminant validity ranged between .53 and .70., Item-to-total correlation insert ignore into journalissuearticles values(.55 and .72);, Cronbach Alpha insert ignore into journalissuearticles values(.72 and .86);, and composite reliability insert ignore into journalissuearticles values(.74 -.95);. Results of the study revealed that male students, students who have no internet accessibility, and those who have no previous experience in blended learning classes, all encountered significant higher levels of all BLOCC subscales. Older students insert ignore into journalissuearticles values(26-30 years old);, and those with the lowest total income/ month insert ignore into journalissuearticles values(< 500 JD); encountered significant levels of TLCC and TSCC. Students with lower literacy in computer skills level encountered significant differences in SMC, TLCC and TSCC. We encourage future studies to propose and implement curative approaches to face such online component challenges.