Develop a New Model to Measure the Blended Learning Environments Through Students’ Cognitive Presence and Critical Thinking Skills

Abstract

Blended learning environments are one of the significant modern technology updates that could help solve many learning issues. However, blended learning is still in its developmental stage and requires more research to find more efficient models and designs for blended learning programs in an educational environment. Therefore, this study endeavours to address this research gap by questioning the students' utilization of blended learning and developing a model to measure the blended learning environments through their cognitive presence and critical thinking skills. The study used a quantitative questionnaire for data collection to accomplish the research purpose. A questionnaire was distributed to 85 students who are active users of blended learning environments. The collected data was analyzed using Partial Least Squares (PLS) and Structural Equation Modeling (SEM). In light of the empirical findings, the results have shown discrepancies with statistical significance at the level of (0.01) between the median marks of the students' sample in the pre and post-evaluation of the performance analysis card. This study found a significant relationship between students' cognitive presence and critical thinking skills in blended learning environments.